期刊
JOURNAL OF ENVIRONMENTAL EDUCATION
卷 50, 期 2, 页码 113-130出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/00958964.2018.1531280
关键词
Environmental interaction; interdisciplinary thinking; knowledge co-construction; knowledge resources; outdoor learning
资金
- FutureSchools@Singapore project under the Singapore National Research Foundation's (NRF) Interactive and Digital Media (IDM) in Education Research and Development Programme
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.
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