Cross-disciplinary learning: A framework for assessing application of concepts across STEM disciplines

TL;DR

This paper introduces the concept of cross-disciplinary learning in STEM education, providing a framework and measurement tools to assess how students transfer and adapt knowledge across disciplines.

Contribution

It defines cross-disciplinary learning, integrates existing frameworks, and develops two measurement approaches for assessing resource activation and sensemaking across STEM fields.

Findings

Developed a paired multiple choice instrument for measuring cross-disciplinary learning

Created a think-aloud interview method to analyze resource use in unfamiliar contexts

Provided implications for STEM program and course assessment

Abstract

We propose and define the construct, cross-disciplinary learning, which can guide learning and assessment in programs that feature sequential learning across multiple STEM disciplines. Cross-disciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation, transformation, and integration to support sensemaking in a novel disciplinary context by drawing on knowledge from other, prerequisite disciplines. We describe two measurement approaches based on this construct: A paired multiple choice instrument set to measure the extent of cross-disciplinary learning, and a think-aloud interview approach to provide insights into which resources are activated, and how they are used, in making sense of an unfamiliar phenomenon. We offer implications for program and course assessment.