DOAJ Open Access 2021

Interdisciplinary conversations in STEM education: can faculty understand each other better than their students do?

Jeffrey M. Rabin Adam Burgasser Thomas J. Bussey John Eggers Stanley M. Lo +3 lainnya

Abstrak

Abstract Rate of change concepts from calculus are presented and applied rather differently in college mathematics, physics, biology, and chemistry classes. This is not simply a matter of pedagogical style but reflects real cultural differences between these disciplines. We describe the efforts of our interdisciplinary collaboration to understand and reconcile these differences as we designed and discussed instructional videos for students. We summarize our conversations about terminology, notation, functions, rates, units, and sign conventions across the disciplines. We present some strategies that enabled us to communicate effectively, resolve confusions, and reach shared understandings. Our work has implications for others involved in collaborative interdisciplinary projects and for STEM educators. In theory, there’s no difference between theory and practice. But in practice, there is. – Benjamin Brewster. Also attributed to Yogi Berra.

Topik & Kata Kunci

Education Education (General) Special aspects of education Theory and practice of education

Penulis (8)

Jeffrey M. Rabin

Adam Burgasser

Thomas J. Bussey

John Eggers

Stanley M. Lo

Sherry Seethaler

Laura Stevens

Haim Weizman

Format Sitasi

APA MLA BibTeX

Rabin, J.M., Burgasser, A., Bussey, T.J., Eggers, J., Lo, S.M., Seethaler, S. et al. (2021). Interdisciplinary conversations in STEM education: can faculty understand each other better than their students do?. https://doi.org/10.1186/s40594-020-00266-9

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Informasi Jurnal

Tahun Terbit: 2021
Sumber Database: DOAJ
DOI: 10.1186/s40594-020-00266-9
Akses: Open Access ✓