Role of environmental interaction in interdisciplinary thinking: From knowledge resources perspectives

Esther Tan, Hyo-Jeong So

Research output: Contribution to journalArticleScientificpeer-review

1 Citation (Scopus)
59 Downloads (Pure)

Abstract

This article examined the role of environmental interaction in interdisciplinary thinking and the use of different knowledge resource types. The case study was conducted with two classes (N = 40) of 8th-grade students, ages 13 to 14. The outdoor trail aimed to help students synthesize history, geography, and science knowledge. Two groups’ discourse from each class was audio-­recorded and transcribed for content analysis. We coded the discourse to examine: (i) the use of different knowledge resource types (i.e., contextual resource, new conceptual resource, prior knowledge resource); (ii) the relationship among these knowledge resource types; and (iii) evidences of interdisciplinary thinking. Findings showed that contextual resources enhanced students’ capacity to develop new conceptual resources and to activate prior knowledge resources. Further, about 80% of students’ discourse demonstrated interdisciplinary connections of two subjects.

Original languageEnglish
Pages (from-to)113-130
Number of pages18
JournalJournal of Environmental Education
Volume50
Issue number2
DOIs
Publication statusPublished - 2019

Keywords

  • Environmental interaction
  • interdisciplinary thinking
  • knowledge co-construction
  • knowledge resources
  • outdoor learning

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