Interdisciplinary Learning: Process and Outcomes

By L. Ivanitskaya, Deborah Clark, George Montgomery, Ronald Primeau. 2002

345 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4ec1c5d455695204a60f67b530449c78e4bc4eb0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Diana Stentoft
2. Martin Mulder
3. Harm J. A. Biemans

In Education

1. Harm J. A. Biemans
2. Martin Mulder
3. Miles MacLeod
4. J. T. van der Veen
5. Diana Stentoft
6. Lisa Homner
7. Michael Sailer

Citations in the corpus

• From saying to doing interdisciplinary learning: Is problem-based learning the answer? (2017, background): “Interdisciplinary learning breaks with traditions of learning as memorising facts and instead emphasises higher order epistemologies and students’ engagement with complex and unstructured knowledge domains (Ivanitskaya et al., 2002).”
• Scaffolding interdisciplinary project-based learning: a case study (2019, background): “For those who conceptualise the requirements for ID in terms of meta-cognitive skills (Ivanitskaya et al. 2002), again, PjBL seems ideal.”
• Teaching and Learning in Interdisciplinary Higher Education: A Systematic Review (2009, methodology): “Both conditions suggest assessment instruments that include a combined development and performance perspective to help teachers as well as students to analyze the progression of interdisciplinary thinking (Field and Lee 1992; Ivanitskaya et al .”