The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions
Abstract
Despite widespread support for interdisciplinary curricula, there is little evidence that such courses are particularly efficacious or that they are superior to disciplinary courses in promoting student learning. To understand how and why interdisciplinary courses might promote specific learning outcomes, the authors apply cognitive and learning theories in an analysis of two undergraduate interdisciplinary courses. This exploration of theoretical warrants for interdisciplinarity leads to a proposed research agenda on interdisciplinary curricula, teaching, and learning.
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Citations
Cites
The origins of intelligence in children.
Piaget, J. (1952) · doi:10.1037/11494-000 · Cited by 10,687
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
The cultural nature of human development
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“Robert Glaser (1984) argued that it is therefore useful to teach problem solving in terms of the knowledge domains with which individuals are familiar.”
BackgroundUnderstanding self‐regulated learning
Pintrich, P. R. (1995) · New Directions for Teaching and Learning · doi:10.1002/tl.37219956304 · Cited by 633
Accretion, Tuning and Restructuring: Three Modes of Learning
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Cited by
Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review
Spelt, E. J. H., Biemans, H. J. A., Tobi, H., Luning, P. A., & Mulder, M. (2009) · Educational Psychology Review · doi:10.1007/s10648-009-9113-z · Cited by 544
Interdisciplinary engineering education: A review of vision, teaching, and support
Van den Beemt, A., MacLeod, M., Van der Veen, J., Van de Ven, A., van Baalen, S., Klaassen, R., & Boon, M. (2020) · Journal of Engineering Education · doi:10.1002/jee.20347 · Cited by 391
Targeted Assessment of Students' Interdisciplinary Work: An Empirically Grounded Framework Proposed
Boix Mansilla, V., & Duraisingh, E. D. (2007) · The Journal of Higher Education · doi:10.1353/jhe.2007.0008 · Cited by 275
Metadata
- Authors
- Lattuca, L. R., Voigt, L. J., & Fath, K. Q.
- Venue
- The Review of Higher Education
- Publisher
- Project MUSE
- Published
- 2004-09
- Volume
- 28
- Issue
- 1
- Pages
- 23-48
- ISSN
- 0162-5748 (ISSN-L)
- 1090-7009
- OpenAlex
- W2005258898
- Cited by
- 374
- References
- 7
- FWCI
- 10.25
- Type
- journal article
- Language
- en
- Open access
- closed
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- Lattuca, L. R., Voigt, L. J., & Fath, K. Q. (2004). Does Interdisciplinarity Promote Learning? Theoretical Support and Researchable Questions. The Review of Higher Education. https://doi.org/10.1353/rhe.2004.0028
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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