Phillipbringsinknowledgefrombiochemistry[T8,T10,T12,T15]
Thegroupa9emptstoincorporatenewknowledgeintotheirsolu:on&struggles[T8-T11]
TA&studentsarriveataconclusionthatmaintainsvalidityofoutsideperspec:ve[T14-T16]
Media:ngProcesses
Violetbringsinknowledgefrombiochemistry[T1,T7,T9,T11,T15,T19]
References1. Cobb,P.,Confrey,J.,diSessa,A.,Lehrer,R.,&Schauble,L.(2003).DesignExperimentsinEduca:onalResearch.Educa:onalResearcher,32(1),9–13.2. Engle,R.A.,Lam,D.P.,Meyer,X.S.,&Nix,S.E.(2012).Howdoesexpansiveframingpromotetransfer?Severalproposedexplana:onsandaresearchagendaforinves:ga:ngthem.Educa:onalPsychologist,47(3),215-231.3. Sandoval,W.(2014).Conjecturemapping:Anapproachtosystema:ceduca:onaldesignresearch.JournaloftheLearningSciences,23(1),18-36.4. Mansilla,V.B.,Duraisingh,E.D.,Wolfe,C.R.,&Haynes,C.(2009).Targetedassessmentrubric:Anempiricallygroundedrubricforinterdisciplinarywri:ng.TheJournalofHigherEduca:on,80(3),334-353.Acknowledgements:ThisworkissupportedbyNSF-TUESDUE11-22818,andtheHHMINEXUSgrant.ManythankstotheMichiganStateUniversityPhysicsEduca:onResearchLab(PERL)Contact:[email protected]
The importance of discursive structures in promoting interdisciplinary scientific reasoning AbhilashNair1,JuliaSvobodaGouvea3,Vash:Sawtelle1,2,ChandraTurpen4
1DepartmentofPhysics,MichiganStateUniversity2LymanBriggsCollege,MichiganStateUniversity
3DepartmentofBiology,TuesUniversity4DepartmentofPhysics,UniversityofMaryland
Context
Anintroductoryphysicscoursespecificallyforbiologymajorsthatwasdevelopedusingadesign-basedapproach.[1]
Raninatypicalclassstructurewiththree50-minutelectures,one2-hourlab,andone50-minuterecita:on
Placedinthe2ndyearofabiologymajor’scoursesequence.Prerequisitesincludeoneyearofbiology(includingcellbiology,biochemistry,&gene:cs),onesemesterofchemistry,andoneyearofcalculusandbasicconceptsofprobability.
InterdisciplinaryScien:ficReasoning
Wehypothesizethatwhenlearningenvironmentsareexpansivelyframed,interdisciplinaryscien:ficreasoningcanoccur.
Wefurtherdefinethefollowingprac:cesascontribu:ngtothisreasoning:1. Bringinginandusingknowledgefrom
outsideoftheprimarydiscipline
2. Exploring,comparing,andreconcilingalterna:vedisciplinaryperspec:ves
Methods&Frameworks
Weanalyzedvideoofsmallgroupworkfromweeklyrecita:ons.Weusetheframeworkofexpansiveframing[2]tocharacterizethedifferencesbetweenthesetwoepisodes.
Conjecturemappingtechniques[3]linkdesignedcoursestructurestoobservablemedia:ngprocesses.Thegoalofourworkistobe9erunderstandhowthesedesignedinstruc:onalfeaturescontributetoexpansivedisciplinaryframing.
Inthefollowinganalysis,weshowevidencethatexpansivedisciplinaryframingleadstoevidenceofstudentsengagingininterdisciplinaryscien:ficreasoning.[4]
TAvalidatesandrevisitsoutsideknowledgefrombiochemistry[T13,T14]
TAmovestoreconciledifferencesacrossperspec:ves[T16]
DiscursiveStructures
TAdoesnotvalidateoutsideknowledgeandposi:onsthephysicsac:vityasbeingdis:nctfromthedetailedbiochemistryknowledge.[T16,T20]
Thetaskincludesexplicitconnec:onstochemistryviatablesofenthalpyanddiagramsofmolecularinterac:ons
Tasksharessimilari:estohowATP’schemicalstructure&kinesinmo:onispresentedinbiologyandchemistrytexts
TaskStructures
SaltWaterRecitaFonT1T2T3T4T5T6T8T9T10T11
T12T13
T14
T15
T16
Phillip:Alright,so...thelamceenthalpiesareposi:veandthehydra:onenthalpiesarenega:ve.Why?Becausethisyouhavebrokenupbonds.Right?Hydra:onenthalpies?[...]Violet:Makingbondsreleasesenergy.Betsy:Whoa.[...]Violet:You'remakingmorehydrogenbondsandyou'rebreakingionicbonds.[...]Phillip:Sointhewaterexampleyouaresayingthatyouarebreakingbondsbutyouareformingmore?Violet:Yeahyouareformingmorebondsthanyouarebreaking.'Causeeachhydrogen,uh,eachwatermoleculecanH-bondwith3thingsPhillip:Ineverunderstoodthat‘causedoesn'titma9erwhatkindofbondsyouarebreaking?Violet:Theionicbonds[inaudible]Phillip:Iamsuretheyarestrongerthanhydrogen...aretheystrongerthanhydrogen?Violet:Idon'tthinkso...hydrogenbondswon'tbreakinwaterbutionicbondswillbreakinwater[…]Phillip:Ithoughtthiswaslike,IreadthisinmybiochembookTA:OKI...I...Iwilltrustwhatyoureadinyourbiochembook.Somaybeanotherwaywecouldargueforthatisthatum...[...sideconversa:on...]TA:OK,alright.AndthenhowareyoufeelingaboutthiswholeanionmighttechnicallyhavemorealthoughIgetwhatyouaresayingthatthebondstrengthisnotnecessarily...Phillip:That'swhyIamalwaysconfusedaboutthatbecausehowdoweknowwhichoneplaysabiggerfactor,thenumberofbondsorthebondstrength?TA:SotheRAsweremakingtheargumentwhentheytrainedusyesterdaythatwhiletheremightbefewerofthesehappeningthattherearetwobondsforeachoneofthosefewerthingshappeningandthat'sthewaytheymadetheargument.Butmaybeitisn'tasa:sfyingargument.
KinesinRecitaFonT1T2T3T4T5T6T7T8T9T10
T11
T12T13T14T15T16T17T18
T19
T20
Violet:Forourenjoymentpurposes.[laughs]I'lldraw.Betsy:[laughs]Violet:...Betsywillyellatme.[...]Betsy:Noit'scauseshewrites...Ohmygod,nokstop,Ithoughtyouweregoingtodrawabarchart…Violet:Iwilldrawthatnext,Betsy:It'snotnecessaryViolet:Don'tyouwanttoknowhowATPhydrolyzes?Betsy:YouknowwhyitmakesmesoupsetisbecauseIdon'tknowit,andI'mnotgonnaknowit,solikeforyoutojustdrawit,it'slikenobigdeal.Violet:Right,wedrewthisallthe:me?Gabe:I'msickofseeingthisstuff,aeerbiochemlastsemesterit'slikeIdon’twanttoseeanotherATPmolecule.Violet:Iknowright?butnowareyougoingtohydrolyzeit.I'llonlydrawit.[…]TA:ok,whatkindofpoten:al[energy]isthat?Violet:inthebondhereTA:Soit'sinthebonds,OK.Whatdoyouknowaboutenergyinabond?Violet:PhosphoanhydraseTA:OK,soyouknowsomegoodbiologynames,andthat'sgreatBetsy:thatareirrelevantTA:Thereisenergyavailable,butistheenergyintheATPoristheenergyinthereac:onthattakesplace?Violet:It'sinthebondsthatbreak,there'slikeaphosphoanhydridebondtherethathashighenergy.DoIneedtowhipoutmybiochembook?TA:[makeswhipsound]Whipoutthebiochembook.Iguesstheconcernthataphysicistfeelswhenwehearpeoplesayohthere'salotofenergyavailableinATPisthatthereisn'tposi:veenergythere,allbondsarenega:veenergy,andyou'regoingfromonenega:vebondtoanevendeepernega:vebond
Thediscursivestructurescannotbelinkedtothemedia:ngprocesses.The
episodehasboundeddisciplinaryframing,preven:ngtheemergenceofinterdisciplinaryscien:ficreasoning.
Conclusion&Implica:ons
Weseethatdiscursivestructuresplayacri:calroleintheframingofdisciplinesinaninterdisciplinaryphysicsenvironment.Inthiswork,theSaltWaterepisodeisframedexpansivelywhiletheKinesinepisodehasaboundedframing.Ourworkshowsthatreconcilia:onofdifferencesacrossdifferentdisciplinaryperspec:vesisnotnecessarilyrequiredforexpansivedisciplinaryframing.Theactofengaginginthestruggletoincorporatemul:pleperspec:vescanhelpsustainexpansivedisciplinaryframing,thusallowinginterdisciplinaryscien:ficreasoningtooccur.Wealsoseethatsimplybringinginknowledgefromanalterna:vedisciplineisnotsufficienttopromo:nginterdisciplinaryreasoning.Withoutac:veengagementinthestruggletoincorporatethesedifferentperspec:ves,boundeddisciplinaryframingcanoccur,whicheachperspec:veremainingdis:nct.Ourworkhasimplica:onsinthedesignofinterdisciplinaryac:vi:esaswellasTAdiscoursetopromoteinterdisciplinaryscien:ficreasoningbya9endingtothemaintenanceofexpansivedisciplinaryframing.
Claim
Twoepisodeswithdis:nctdifferencesindisciplinaryframing
SaltWater:ExpansiveKinesin:Bounded
BiochemistryPhysics
BoundedDisciplinaryFraming
Biochemistry
Physics
ExpansiveDisciplinaryFraming
Discursive&taskstructurescanbelinkedtothemedia:ngprocesses.Theepisodehasexpansivedisciplinaryframingandshowsevidenceof
interdisciplinaryscien:ficreasoning.
