A Framework for Analyzing Interdisciplinary Tasks: Implications for Student Learning and Curricular Design
Open accessAbstract
The national conversation around undergraduate science instruction is calling for increased interdisciplinarity. As these calls increase, there is a need to consider the learning objectives of interdisciplinary science courses and how to design curricula to support those objectives. We present a framework that can help support interdisciplinary design research. We developed this framework in an introductory physics for life sciences majors (IPLS) course for which we designed a series of interdisciplinary tasks that bridge physics and biology. We illustrate how this framework can be used to describe the variation in the nature and degree of interdisciplinary interaction in tasks, to aid in redesigning tasks to better align with interdisciplinary learning objectives, and finally, to articulate design conjectures that posit how different characteristics of these tasks might support or impede interdisciplinary learning objectives. This framework will be useful for both curriculum designers and education researchers seeking to understand, in more concrete terms, what interdisciplinary learning means and how integrated science curricula can be designed to support interdisciplinary learning objectives.
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Learning tasks undergo a rigorous process of analysis using a rubric that measures the degree to which tasks integrate knowledge and reasoning strategies across disciplinary boundaries.
“Tasks then undergo a rigorous process of analysis to ensure they foster development of the specified competencies; this is done by using a rubric that measures the degree to which the tasks integrate knowledge and reasoning strategies across disciplinary boundaries (Svoboda Gouvea et al., 2013).”
From Competency-Based Reforms of the Undergraduate Biology Curriculum: Integrating the Physical and Biological Sciences (2013) · cites this paper as Svoboda Gouvea et al., 2013
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- Authors
- Gouvea, J. S., Sawtelle, V., Geller, B. D., & Turpen, C.
- Affiliations
- University of Maryland, College Park (US)
- Corresponding author
- Gouvea, Julia Svoboda
- Venue
- CBE—Life Sciences Education
- Published
- 2013-06
- Volume
- 12
- Issue
- 2
- Pages
- 187-205
- ISSN
- 1931-7913 (ISSN-L)
- PMC
- PMC3671647
- OpenAlex
- W2149099909
- Cited by
- 82
- References
- 39
- Citations by year
- 2026: 4 · 2025: 7 · 2024: 5 · 2023: 5 · 2022: 6 · 2021: 6 · 2020: 11 · 2019: 10 · 2017: 3 · 2016: 3 · 2015: 4 · 2014: 13 · 2013: 3
- FWCI
- 37.09
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- CBE—Life Sciences Education (publishedVersion, cc-by-nc-sa)
- Europe PMC (PubMed Central) (publishedVersion, cc-by-nc-sa)
- PubMed Central (publishedVersion, cc-by-nc-sa)
- PubMed (publishedVersion)
- Funders
- National Science Foundation (0750616, NSF-TUES DUE 11-22818, 1122818)
- Howard Hughes Medical Institute
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Decision Sciences › Information Systems and Management › Interdisciplinary Research and Collaboration
- Social Sciences › Education › Science and Education Research
- Keywords
- interdisciplinary learning, interdisciplinary tasks, curriculum development, learning objectives
- MeSH terms
- Animals, Biology, Curriculum, Fishes, Humans, Learning, Oligochaeta, Physics, Students, Models, Educational, Interdisciplinary Studies
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