Challenges facing interdisciplinary researchers: Findings from a professional development workshop.
Challenges facing interdisciplinary researchers: Findings from a professional development workshop.
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DOI：
10.1371/journal.pone.0267234
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发表时间：
2022
期刊：
影响因子：
3.7
通讯作者：
Peffer, Melanie
中科院分区：
文献类型：
--
作者：
Daniel, Kristy E.;McConnell, Myra;Schuchardt, Anita;Peffer, Melanie
跨学科研究是两个或多个学科的协同结合，以实现一个研究目标。目前的研究强调了跨学科研究在科学教育中的重要性，特别是在特定科学学科的教育专家(以学科为基础的教育研究人员)和在更一般意义上研究人类学习的人(学习科学家)之间。然而，这种跨学科的研究并不常见，几乎没有经验证据来确定障碍和可能的解决方案。我们为以学科为基础的教育研究人员和学习科学家举办了一次会议前研讨会，旨在支持跨学科合作。在我们的研讨会期间，我们收集了关于科学教育中跨学科合作的障碍、参与者所在大学院系和专业社区对凝聚力的看法，以及我们的研讨会对培养新联系的影响的证据。根据参与者的反应，我们确定了三类障碍：学科差异、专业整合和合作实践。利用会后调查，我们发现，与自我认同的专业社区相比，人们对家庭部门的凝聚力认知存在相反的模式。此外，我们发现，在研讨会之后，参与者报告说跨学科的联系增加了。我们的结果为科学教育中跨学科研究面临的挑战提供了经验证据，并表明小型专业发展讲习班有可能促进持久的跨学科网络，在这种网络中，参与者的归属感并不总是出现在他们的家乡部门。
Interdisciplinary research is the synergistic combination of two or more disciplines to achieve one research objective. Current research highlights the importance of interdisciplinary research in science education, particularly between educational experts within a particular science discipline (discipline-based education researchers) and those who study human learning in a more general sense (learning scientists). However, this type of interdisciplinary research is not common and little empirical evidence exists that identifies barriers and possible solutions. We hosted a pre-conference workshop for Discipline-Based Educational Researchers and Learning Scientists designed to support interdisciplinary collaborations. We collected evidence during our workshop regarding barriers to interdisciplinary collaborations in science education, perceptions of perceived cohesion in participants’ home university departments and professional communities, and the impact of our workshop on fostering new connections. Based on participants’ responses, we identified three categories of barriers, Disciplinary Differences, Professional Integration, and Collaborative Practice. Using a post-conference survey, we found an inverse pattern in perceived cohesion to home departments compared to self-identified professional communities. Additionally, we found that after the workshop participants reported increased connections across disciplines. Our results provide empirical evidence regarding challenges to interdisciplinary research in science education and suggest that small professional development workshops have the potential for facilitating durable interdisciplinary networks where participants feel a sense of belonging not always available in their home departments.
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影响因子：
4.8
作者：
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通讯作者：
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DOI：
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