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Journal articles on the topic 'Interdisciplinaryty'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Sukristiono, Dominikus. "Mengkaji Interdisiplinaritas: Tak Selamanya Kerja Interdisipliner Itu Baik." Retorik: Jurnal Ilmu Humaniora 11, no. 2 (2023): 205–19. http://dx.doi.org/10.24071/ret.v11i2.7494.

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In addition to novelty and relevance, interdisciplinarity seems to be an imperative predicate in the scientific works carried out in Indonesia. Unfortunately, research on the interdisciplinarity itself, particularly from the perspective of philosophy of science, either descriptive or normative, i.e., what and how interdisciplinary has been (and should be) done is still a desideratum. Through database and normative-philosophical analysis, this article shows that most of the interdisciplinary works hitherto carried out are either additive or interpretative/take-over in nature. Such works would b

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Mustakangas, Ella, Petra Derkzen, Mélanie Gambino, and Eva Kučerová. "Dossier Interdisciplinarité. Interdisciplinarity and young rural researchers." Natures Sciences Sociétés 14, no. 2 (2006): 179–84. http://dx.doi.org/10.1051/nss:2006025.

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Wang, Zidan, Peng Du, and Xinyong Ma. "From interdisciplinary to interdisciplinarity: American cases and implications." Chinese Science Bulletin 66, no. 9 (2021): 965–73. http://dx.doi.org/10.1360/tb-2020-1450.

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HICKS, CHRISTINA C., CLARE FITZSIMMONS, and NICHOLAS V. C. POLUNIN. "Interdisciplinarity in the environmental sciences: barriers and frontiers." Environmental Conservation 37, no. 4 (2010): 464–77. http://dx.doi.org/10.1017/s0376892910000822.

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SUMMARYGlobal environmental changes present unprecedented challenges to humans and the ecosystems upon which they depend. The need for interdisciplinary approaches to solve such multidimensional challenges is clear, however less clear is whether current attempts to cross disciplinary boundaries are succeeding. Indeed, efforts to further interdisciplinary approaches remain hampered by failures in assessing their scope and success. Here a set of measures examined the interdisciplinarity of the environmental sciences and tested two literature-based hypotheses: (1) newer and larger disciplines are

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Evis, Laura H. "A critical appraisal of interdisciplinary research and education in British Higher Education Institutions: A path forward?" Arts and Humanities in Higher Education 21, no. 2 (2021): 119–38. http://dx.doi.org/10.1177/14740222211026251.

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This article examines the development, impact and integration of interdisciplinary approaches in British Higher Education Institutions. It evaluates how the concept of interdisciplinarity has become popularised over time and embraced by disciplines such as archaeology. It then explores the extent to which interdisciplinary approaches have impacted research agendas, first, by evaluating the interdisciplinary research calls from 2019 for seven UK-based research councils and then, at a discipline level, using archaeology as an exemplar. Overall, interdisciplinary research calls only accounted for

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Tymkiv, Nadiya. "Interdisciplinarity in Higher Petroleum Education in the Context of International Standards." Comparative Professional Pedagogy 7, no. 4 (2017): 52–57. http://dx.doi.org/10.1515/rpp-2017-0050.

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Abstract The article deals with the problem of interdisciplinarity impact on higher petroleum education in Ukraine. Different views on the essence of interdisciplinarity, especially in the context of higher petroleum education, have been presented. It has been indicated that many scholars have studied the essence of interdisciplinarity within higher education systems of different countries and identified that interdisciplinarity encompasses a combination or interrelation of various sciences that are embodied in engineering training process. Interdisciplinarity is considered as one of the effec

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Dufour, Florian, and Zarina Mariam Charlesworth. "Interdisciplinary project teams: dynamics of interdisciplinarity, collaboration and,performance." Academy of Management Proceedings 2019, no. 1 (2019): 12829. http://dx.doi.org/10.5465/ambpp.2019.12829abstract.

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Bărboianu, Cătălin. "Structural-Epistemic Interdisciplinarity and the Nature of Interdisciplinary Challenges." Logos & Episteme 13, no. 1 (2022): 7–35. http://dx.doi.org/10.5840/logos-episteme20221311.

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Research on interdisciplinarity has been concentrated on the methodological and educational aspects of this complex phenomenon and less on its theoretical nature. Within a theoretical framework specific to the philosophy of science, I propose a structural scheme of how interdisciplinary processes go, focusing on the concepts of availability of the methods, concept linking, and theoretical modeling. In this model, the challenges interdisciplinarity is claimed to pose to its practitioners are of the same nature as the challenges scientists encounter within the evolution of their own disciplines.

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Condee, William F. "The Future Is Interdisciplinary." Theatre Survey 45, no. 2 (2004): 235–40. http://dx.doi.org/10.1017/s0040557404000195.

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The future of theatre history is interdisciplinary. The inevitable question is, of course, What does one mean by interdisciplinary? There is indeed a whole field of interdisciplinary, or integrative, studies, with its own academic departments, conferences and journals. (Which in turn raises the troublesome question, Is interdisciplinarity still interdisciplinary, or is it now a discipline? But I won't go there—yet.) The common view is that interdisciplinarity employs more than one discipline to address a complex problem. Interdisciplinary studies tend to privilege unity, convergence, synthesis

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Markauskaite, Lina, and Cara Wrigley. "How can we co-design for interdisciplinarity? Three entwinements of design and interdisciplinarity." Journal of Design, Business & Society 9, no. 1 (2022): 3–8. http://dx.doi.org/10.1386/dbs_00043_2.

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Interdisciplinarity collaboration is crucial for addressing contemporary challenges and driving innovation. However, interdisciplinary work is difficult in practice. How can we leverage design potential for more successful interdisciplinary practices and learning? In this editorial, we look into the entwinement between design and interdisciplinarity as a means to drive innovation.

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Chen, Meng-Lin. "SLA as an interdiscipline: A bibliometric study." Studies in Second Language Learning and Teaching 13, no. 4 (2023): 843–82. http://dx.doi.org/10.14746/ssllt.40218.

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Nowadays, research in second language acquisition (SLA) is becoming increasingly interdisciplinary while many technical frontiers and research hotspots have emerged. Many studies focus on interdisciplinary topics, but few in-depth studies have been conducted on interdisciplinarity. This study examined the interdisciplinarity of SLA and the interdisciplinary development process using a bibliometrics approach. The study has found that the SLA discipline has played roles as both the provider and recipient of knowledge in the development of interdisciplines. In the first case, SLA theories and met

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Carnevale, Franco A. "Interdisciplinarity and nursing research: opportunities and challenges." Revista Brasileira de Enfermagem 67, no. 6 (2014): 881–85. http://dx.doi.org/10.1590/0034-7167.2014670603.

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Interdisciplinary collaboration is widely recognized and considered essential for optimizing the development of knowledge and practice. However, interdisciplinarity is commonly accepted as an unquestioned good; rarely examined as both a source of benefit as well as difficulty for nursing and other disciplines. The aim of this article is to critically examine the opportunities and challenges that interdisciplinarity can provide for research in nursing and other disciplines. Based on a North American perspective, I describe the emergence of uni-disciplinary nursing research and the knowledge exc

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Ashurova, Dilyaram Umarovna. "Interdisciplinary approach to language." Nizhnevartovsk Philological Bulletin 6, no. 2 (2021): 127–37. http://dx.doi.org/10.36906/2500-1795/21-2/11.

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The article deals with the phenomenon of interdisciplinarity regarded as one of the main methodological principles of modern linguistics. Under discussion are the problems of the anthropocentric paradigm which at present takes a dominant place among other scientific paradigms. The relationships between interdisciplinarity and other methodological principles such as anthropocentrism, functionalism and explanatorism have been analyzed. The levels of interdisciplinarity as polydisciplinarity and transdisciplinarity have been highlighted. The assumption that some notions, such as discourse, concep

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Sosińska-Kalata, Barbara. "Interdisciplinarity of Information Science Research: Introduction." Zagadnienia Informacji Naukowej - Studia Informacyjne 58, no. 1A(115A) (2020): 9–23. http://dx.doi.org/10.36702/zin.721.

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Purpose/Thesis: The article aims to present and discuss some introductory reflections on the nature of interdisciplinarity of research conducted in the field of information science and its effect on the reorganization of the institutional setting of the discipline.Approach/Methods: This is a conceptual review article based on theoretical considerations and critical analysis of the concept of interdisciplinarity and the features of interdisciplinary approaches employed in information science research and its effect on the position of information science in university structure.Results and Concl

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Nissani, Moti. "Fruits, Salads, and Smoothies: A Working Definition of Interdisciplinarity." Journal of Educational Thought / Revue de la Pensée Educative 29, no. 2 (2018): 121–28. http://dx.doi.org/10.55016/ojs/jet.v29i2.52385.

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Interdisciplinarity involves bringing together distinctive components of two or more disciplines. In academic discourse, interdisciplinarity typically applies to four realms: knowledge, research, education, and theory. Interdisciplinary knowledge involves familiarity with distinctive components of two or more disciplines. Interdisciplinary research combines distinctive components of two or more disciplines in the search or creation of new knowledge, operational procedures, or artistic expressions. Interdisciplinary education merges distinctive components of two or more disciplines in a single

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Villeneuve, Dominic, David Durán-Rodas, Anthony Ferri, et al. "What is Interdisciplinarity in Practice? Critical Reflections on Doing Mobility Research in an Intended Interdisciplinary Doctoral Research Group." Sustainability 12, no. 1 (2019): 197. http://dx.doi.org/10.3390/su12010197.

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Lately, there has been a tendency in academia to call for more interdisciplinary research on sustainable mobility. However, there is a lack of empirical research on practiced interdisciplinarity. This paper seeks to address this by exploring the practices of an intended interdisciplinary doctoral research group. Specifically, it presents the study of a collaborative autoethnography using individual vignettes and qualitative data analysis. The results classify the identified interdisciplinary practices into three main categories: Interactions, productive processes, and negotiation processes, wh

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Nowacek, Rebecca S. "Toward a Theory of Interdsciplinary Connections: A Classroom Study of Talk and Text." Research in the Teaching of English 41, no. 4 (2007): 368–401. http://dx.doi.org/10.58680/rte20076020.

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Despite the general trend to embrace interdisciplinarity in post-secondary education, we remain remarkably unclear concerning what we mean by interdisciplinarity and how it is achieved. Reporting on research conducted in a team-taught interdisciplinary course, I propose a new way of conceptualizing interdisciplinary connections, grounded in Bakhtinian theories of language and cognition. I offer a three-part schema for identifying the discursive disciplinary resources individuals use to make interdisciplinary connections and identify some broad characteristics of writing assignments that appear

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Wang, Mengmeng, Yanan Xie, Xiaotong Guo, and Hanliang Fu. "Interdisciplinarity in the Built Environment: Measurement and Interdisciplinary Topic Identification." Buildings 14, no. 12 (2024): 3718. http://dx.doi.org/10.3390/buildings14123718.

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Interdisciplinary research plays a crucial role in addressing the intricate scientific and social challenges confronting society. The field of built environment, as an interdisciplinary discipline, has benefitted from cross-pollination with various fields such as architecture, environment, medicine, and psychology, leading to a range of interdisciplinary advancements. Nevertheless, there remains a gap in the systematic documentation of interdisciplinary outcomes within this field. This paper utilized the cosine index and the Rao–Stirling index to assess the level of interdisciplinarity within

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Knight, David B., Lisa R. Lattuca, Ezekiel W. Kimball, and Robert D. Reason. "Understanding Interdisciplinarity: Curricular and Organizational Features of Undergraduate Interdisciplinary Programs." Innovative Higher Education 38, no. 2 (2012): 143–58. http://dx.doi.org/10.1007/s10755-012-9232-1.

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Dennis, Jeremy. "(Un)Disciplining Interdisciplinarity." Journal of Interdisciplinary Studies in Education 8, no. 1 (2019): 117–39. http://dx.doi.org/10.32674/jise.v8i1.600.

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In interdisciplinary education, metaphors often provide the epistemological clarity that is lacking in our definitions and theories of interdisciplinarity. The problem is that ineffective and unsubstantiated metaphors proliferate. We lack a root metaphor or shared world view of interdisciplinarity. Is it time that we move away from thinking in terms of metaphors? Some instrumentalists in interdisciplinary studies argue yes and propose a pragmatic constructionist approach for interdisciplinary education. This theoretical study determines that this proposal is incomplete. It reveals that an inte

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Тимків, Надія. "INTERDISCIPLINARITY IN THE PROFESSIONAL TRAINING OF FUTURE ENGINEERS." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 4 (December 31, 2021): 55–61. http://dx.doi.org/10.35387/ucj.2(4).2021.55-61.

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The article reveals the interconnection of economic, scientific and technical factors in engineering training. The article explores that global enhanced interdisciplinarity has been discussed in the engineering education context from the early 21st century. It has been found out that there is no disagreement about its importance for the engineers, the key question has been how to implement theory into practice both in the curriculum and in the actual learning enhancement phase. Interdisciplinarity in the engineering education is considered as a basis for critically new competitive engineering

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Vedeld, Paul, and Erling Krogh. "Crafting interdisciplinary in an M.Sc. programme in management of natural resources and sustainable agriculture." Forestry Chronicle 81, no. 3 (2005): 330–36. http://dx.doi.org/10.5558/tfc81330-3.

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This paper discusses challenges of an educational program, where interdisciplinarity is an important ambition. A theoretical perspective on interdisciplinarity must be more than adding insights from different disciplines as surprisingly many actors still take it to be. Interdisciplinarity is a fruitful meeting-ground and constitute processes for translation and integration of disciplinary perspectives. Interdisciplinary candidates must learn and should develop skills to identify, select, translate and integrate knowledge from different disciplines into a coherent framework. From theories in in

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Tripp, Brie, and Erin E. Shortlidge. "A Framework to Guide Undergraduate Education in Interdisciplinary Science." CBE—Life Sciences Education 18, no. 2 (2019): es3. http://dx.doi.org/10.1187/cbe.18-11-0226.

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An expanded investment in interdisciplinary research has prompted greater demands to integrate knowledge across disciplinary boundaries. Vision and Change similarly made interdisciplinary expectations a key competency for undergraduate biology majors; however, we are not yet synchronized on the meaning of interdisciplinarity, making this benchmark difficult to meet and assess. Here, we discuss aspects of interdisciplinarity through a historical lens and address various institutional barriers to interdisciplinary work. In an effort to forge a unified path forward, we provide a working definitio

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Kassens-Noor, Eva, Suk-Kyung Kim, Jun-Hyun Kim, et al. "INTERDISCIPLINARY AND DISCIPLINARY LEARNING IN HIGHER EDUCATION: A DIAGNOSTIC STUDY WITH FOUR ACCREDITED PROGRAMS IN THE SUSTAINABLE BUILT ENVIRONMENT." Journal of Green Building 17, no. 3 (2022): 279–94. http://dx.doi.org/10.3992/jgb.17.3.279.

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ABSTRACT Interdisciplinarity is a critical component of creating a more sustainable built environment and improving student learning outcomes. Yet, learning interdisciplinarity and measuring it in higher education is challenging. This study implemented a diagnostic tool that allowed educators to measure how both disciplinary and interdisciplinary skills, knowledge, and values would grow in courses related to sustainable built environments. One school containing four different disciplines devoted to the built environment, was selected as the study area to collect emprical data. Pre- and post-se

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Tymkiv, Nadiya. "Interdisciplinary Approach in Professional Training for Future Petroleum Engineers." International Journal of Pedagogy, Innovation and New Technologies 8, no. 1 (2021): 81–86. http://dx.doi.org/10.5604/01.3001.0014.9143.

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The article deals with the problem of training specialists in the field of petroleum engineering ready to work in interdisciplinary teams and projects. Interdisciplinary approach including globally conditioned interdisciplinarity has been discussed in the context of engineering education since the beginning of the 21th century. This approach contains a number of basic components, namely: structure, process, language, identity, and technologies. Efficiency of interdisciplinary training depends on the general dynamics of a team. The international community has not disputed on the significance of

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Витанова, Наталия. "Интердисциплинарност в процеса на обучение". Lyuboslovie 23 (10 грудня 2023): 9–35. http://dx.doi.org/10.46687/hosr9581.

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This article attempts to describe some features of interdisciplinarity in the learning process. It derives definitions of the concept of interdisciplinarity and distinguishes four areas of interdisciplinary operationalization - academic, school, professional and practical interdisciplinarity. We mention some principles of school interdisciplinarity and indicate several examples of the implementation of interdisciplinarity in the learning process. The article presents the prerequisites for interdisciplinarity in the learning process and its benefits and makes a short critical analysis of Bulgar

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Barité, Mario, Varenka Parentelli, Natalia Rodríguez Casaballe, and María Verónica Suárez. "Interdisciplinarity and Postgraduate Teaching of Knowledge Organization (KO): Elements for a Necessary Dialogue." KNOWLEDGE ORGANIZATION 50, no. 3 (2023): 227–41. http://dx.doi.org/10.5771/0943-7444-2023-3-227.

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Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give

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Zhang, Jingjing, Yehong Yang, Elena Barberà, and Yu Lu. "Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings." International Review of Research in Open and Distributed Learning 23, no. 2 (2022): 1–24. http://dx.doi.org/10.19173/irrodl.v23i2.5590.

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In massive open online courses (MOOCs), recommendation relationships present a collection of associations that imply a new form of integration, such as an interdisciplinary synergy among diverse disciplines. This study took a computer science approach, using the susceptible-infected (SI) model to simulate the process of learners accessing courses within networks of MOOC offerings, and emphasized the potential effects of a network structure. The current low rate of access suggests that a ceiling effect influences learners’ access to learning online, given that there are thousands of courses fre

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O’Dwyer, Brendan, and Jeffrey Unerman. "Realizing the potential of interdisciplinarity in accounting research." Accounting, Auditing & Accountability Journal 27, no. 8 (2014): 1227–32. http://dx.doi.org/10.1108/aaaj-07-2014-1756.

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Purpose – The purpose of this paper is to explore the meaning of interdisciplinarity in accounting research and the possible benefits of moving toward a more integrated interdisciplinary approach. It also examines the drawbacks and institutional impediments to such a move. Design/methodology/approach – The paper draws upon and synthesizes the authors’ experiences of involvement in the interdisciplinary accounting community over the past two decades. Findings – The paper distinguishes between interdisciplinarity at the field level and interdisciplinarity within individual studies. Noting a lack

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Baratta. "“Interdisciplinarity” Achieved: A Brief Look at Interdisciplinary Environmentalism in the 1960s." Interdisciplinary Literary Studies 18, no. 3 (2016): 301. http://dx.doi.org/10.5325/intelitestud.18.3.0301.

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Nissani, Moti. "Ten cheers for interdisciplinarity: The case for interdisciplinary knowledge and research." Social Science Journal 34, no. 2 (1997): 201–16. http://dx.doi.org/10.1016/s0362-3319(97)90051-3.

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Hejná, Míša, Sune Borkfelt, Mark Ø. Eaton, et al. "Interdisciplinary: To Be or Not to Be?" Leviathan: Interdisciplinary Journal in English, no. 5 (August 19, 2019): 1–12. http://dx.doi.org/10.7146/lev.v0i5.115491.

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This article introduces student readers to the realm of the interdisciplinary, with a primary focus on the humanities. We first introduce interdisciplinarity and other related terms as concepts. We then present eight specific examples, on which we illustrate interdisciplinary research. Finally, we address the question of when one should be interdisciplinary.

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Do, Elisa, Kelsey Harvey, and Celeste Suart. "Investigating interdisciplinarity in SaP programming." International Journal for Students as Partners 8, no. 2 (2024): 154–64. http://dx.doi.org/10.15173/ijsap.v8i2.5608.

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In recent years, many universities across the world have been implementing students-as-partners (SaP) programs to collaborate with students on teaching and learning projects. Within these SaP programs, for the benefits that cross-disciplinary learning brings, interdisciplinary partnership has been made a priority. To assess the extent to which interdisciplinarity has occurred within a university’s SaP program, this study quantified the number of interdisciplinary partnerships that have occurred in the Student Partners program at McMaster University since 2020 and investigated the hiring practi

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Pleiger, Henriette. "The 'Inter-Disciplined' Exhibition - A Case Study." Museum and Society 18, no. 4 (2020): 349–67. http://dx.doi.org/10.29311/mas.v18i4.3132.

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This article contributes to the analysis and transparency of the practical processes of interdisciplinary exhibition-making. It identifies the academic discourse on interdisciplinarity as having the potential to provide a meaningful input to the formation of theory on temporary exhibition-making. The subject of enquiry is a recent case study from Germany. It investigates the relationships and decision-making processes that underpinned the production of the interdisciplinary exhibition Weather Report – About Weather Culture and Climate Science (Bundeskunsthalle, Bonn, 2017/18), which combined c

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Ratniece, Laura. "Pētījumi tiesību zinātnē un starpdisciplinaritāte: īss ieskats pamatjautājumos." SOCRATES. Rīgas Stradiņa universitātes Juridiskās fakultātes elektroniskais juridisko zinātnisko rakstu žurnāls / SOCRATES. Rīga Stradiņš University Faculty of Law Electronic Scientific Journal of Law 2, no. 20 (2021): 14–23. http://dx.doi.org/10.25143/socr.20.2021.2.014-023.

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Even though interdisciplinarity in legal research is not a novelty anymore, it is not yet that widespread in Latvia. In order to initiate a discussion about using interdisciplinarity in legal research, the author suggests that it is necessary to start by looking at key issues related to interdisciplinarity in law; the main issue being what is interdisciplinary legal research.

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Sysoieva, Svetlana. "Interdisciplinary research in the context of the development of educology." Osvitolohiya, no. 6 (2017): 26–30. http://dx.doi.org/10.28925/2226-3012.2017.6.2630.

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The article shows that the widening of the subject field of modern pedagogy requires research that goes beyond the boundaries of discipline and acquires the features of inter- and multidisciplinarity; a new qualitative level of research in education can be provided on the principles of educology as a scientific direction of an integrated study of the field of education that focuses on objects and phenomena with a «rigid» and broad type of interdisciplinarity that goes beyond the established subject of pedagogy; the criterion for distinguishing pedagogical researches and studies in the field of

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Marins, Bernardo Vitor de Souza, Hellen Costa Ramos, Geraldo Souza Ferreira, Stella Regina Reis Costa, and Helder Gomes Costa. "Interdisciplinarity in Higher Education: A Cross-Sectional Analysis of the Literature in the period 2014-2018." Brazilian Journal of Operations & Production Management 16, no. 1 (2019): 113–25. http://dx.doi.org/10.14488/bjopm.2019.v16.n1.a11.

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Goal: The growing complexity of problems induces the use of multi- and interdisciplinary approaches in their solution. This situation occurs in a number of fields, including in the field of Education. The results of research from the interdisciplinary point of view in Education are presented in several journals, addressing different subjects, which prevents a holistic view on the development of this area. In order to fill this gap, this article aims to study interdisciplinarity in education in order to understand how the concept of interdisciplinarity has been applied in this area. Desig

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Panqueban, Darlis, and Carolina Henríquez-Rivas. "Interdisciplinary Mathematics Education: A Systematic Review." European Journal of Educational Research 14, no. 3 (2025): 873–87. https://doi.org/10.12973/eu-jer.14.3.873.

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Research in mathematics education and interdisciplinarity is varied and extensive, covering multiple approaches that reflect a growing interest in this type of perspective. The objective of this study is to systematize the findings of research on interdisciplinary mathematics education published between 2019 and 2024. The review was carried out following the guidelines of the PRISMA statement, allowing us to identify 49 articles published in journals indexed in the Web of Science (WOS) and Scopus databases. Subsequently, a content analysis was carried out to identify methodological and theoret

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Egbetokun, Abiodun, Una MacGlone, Ed McKeon, Denis Newman-Griffis, Claire Sedgwick, and Aikaterini Tavoulari. "The Labour of Thought." Exchanges: The Interdisciplinary Research Journal 12, no. 2 (2025): 33–50. https://doi.org/10.31273/eirj.v12i2.1839.

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In this reflective article we explore interdisciplinarity in practice. We begin from the position that interdisciplinary work provides great potential and acknowledge that it has become increasingly visible in discussions on the role that research can play to answer complex questions. By definition, interdisciplinarity transcends academic silos and enriches knowledge by integrating frameworks, methods and approaches across diverse disciplines. However, as our reflections identify, interdisciplinary can be a complicated, complex endeavour that requires careful thought. For instance, it is a non

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Juschka, Darlene M. "Interdisciplinarity in Religious and Women's Studies." Studies in Religion/Sciences Religieuses 35, no. 3-4 (2006): 391–401. http://dx.doi.org/10.1177/000842980603500302.

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This paper examines how interdisciplinarity has been adopted by, and deployed in, the production of knowledge in the university as institution. I begin by outlining three subcategories of interdisciplinarity that determine its semantic boundaries, and then shift to examine interdisciplinary work in Women's and Religious Studies. Thereafter I speak to the impact interdisciplinarity has had on knowledge and knowledge production in the university.

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Kusiak, Monika. "Interdyscyplinarność w badaniach procesu rozumienia tekstu." Neofilolog, no. 35 (June 15, 2010): 43–52. http://dx.doi.org/10.14746/n.2010.35.5.

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The paper addresses the emergence of interdisciplinarity in humanities research. In the first section, it looks at various conceptions of interdisciplinarity. Then, it discusses an interdisciplinary nature of reading research,overviewing the concept of reading as explored by different fields of science. Finally, as an example of an interdisciplinary study into reading comprehension, the study conducted by the author of the paper is presented. The process of planning and the initial stages of conducting the study are discussed, along with the advantages of drawing on several disciplines in the

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Yoon, Heojeong, and Dami Bang. "Exploring University Students' Social Interdependence and Interdisciplinary Understanding within the Context of Interdisciplinary Education." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 3 (2025): 461–72. https://doi.org/10.22251/jlcci.2025.25.3.461.

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Objectives This study aimed to explore the social interdependence and interdisciplinary understanding of university students in the context of interdisciplinary education. Methods To this end, a survey was conducted with 85 students attending an interdisciplinary liberal arts course at a university in the metropolitan area. The study analyzed social interdependence in the contexts of single-disciplinary and interdisciplinary courses and examined differences across sub-categories. Additionally, the performance and importance of interdisciplinary understanding were identified, and educational ne

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Silva, Wanusa Rodrigues da, Felipe Augusto Mesquita Comelli, and Ana Lúcia Manrique. "Meanings of Interdisciplinarity Attributed by Mathematics Teachers’ Educators and Teachers of the Municipal Schools of São Paulo." Acta Scientiae 23, no. 8 (2021): 168–90. http://dx.doi.org/10.17648/acta.scientiae.6488.

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Background: within the scope of public educational policies, the research focuses on the recontextualisation of the principle of interdisciplinarity of the Programa Mais Educação São Paulo (More Education Programme) for mathematics teachers’ pedagogical practices. Objective: to discuss the meanings attributed to interdisciplinarity by mathematics teachers’ educators and teachers. Design: we used Basil Bernstein’s curriculum theories and the theory of the pedagogic device, exploring the concepts of pedagogical recontextualisation and pedagogical practice. We conducted qualitative research of a

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Ogneviuk, Victor, Olena Protsenko, and Olga Melnychenko. "INTERDISCIPLINARY APPROACH IN THE TRAINING OF MASTER'S DEGREE STUDENTS (ON THE EXAMPLE OF THE COURSE “EDUCOLOGY”)." Educological discourse 33, no. 2 (2021): 1–15. http://dx.doi.org/10.28925/2312-5829.2021.2.1.

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The article is devoted to the general characteristics of the interdisciplinary approach as a way of interaction between sciences and the main factor in the growth of interdisciplinary links in the educational process. The authors emphasize the fact that interdisciplinarity is not a phenomenon that is unique to a particular science or a particular field of science, it applies to all fields of knowledge. The article traces the trends in the development of interdisciplinarity in the humanities on the example of the course "Educology". Considerable attention is paid by the authors to the effective

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Sabbe, Elien, and David Wemel. "Educating for Interdisciplinary Competences: A VIVES-Framework." EDEN Conference Proceedings, no. 1 (June 16, 2019): 343–49. http://dx.doi.org/10.38069/edenconf-2019-ac-0037.

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Situating interdisciplinarity in VIVES. Nowadays professionals function in a society that is changing faster and faster. They face complex questions and challenges for which a mere (mono)disciplinary approach is no longer sufficient (Holley, 2017; Spelt, Biemans, Tobi, Luning, Mulder, 2009). For VIVES, it is therefore both a necessity and an asset that students are equipped with solid domain specific knowledge and skills as well as with broader competences, the so-called competences for the 21st century. One of those broader competences is the competence for interdisciplinary cooperation.VIVES

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Bilgili, Münür. "The Lack of Interdisciplinarity in Undergraduate Geography Teaching in Turkey." Journal of Education and Training Studies 6, no. 2 (2018): 114. http://dx.doi.org/10.11114/jets.v6i2.2957.

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The aim of this study is to understand and explore interdisciplinarity in geography and undergraduate geography courses in geography teaching departments in Turkey. There is a growing literature in science underscoring the importance of interdisciplinary approach and its beneficial outcomes. Increasing body of knowledge on social theory, on philosophical and theoretical movements and paradigms have made easier communication among disciplines which give rise to more perceptible interdisciplinarity specifically in social sciences and humanities.At the second part of the present study we focused

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Bridle, Helen. "Following Up on Interdisciplinary Encounters: Benefits for Early Career Researchers." European Review 26, S2 (2018): S6—S20. http://dx.doi.org/10.1017/s1062798718000236.

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Interdisciplinarity is often quoted as a means to solve the complex social challenges faced by humanity, and the future of research is thus seen as increasingly interdisciplinary. However, there are risks and challenges to embarking on interdisciplinary research, particularly for early-career researchers. Encounters – bringing together early-career researchers to cultivate their interdisciplinary skills or to develop new projects – have been proposed and trialled as a means to boost interdisciplinarity amongst early-career researchers and equip them with the necessary skills for successful pro

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Chudzikowski, Katharina, and Wolfgang Mayrhofer. "In search of the blue flower? Grand social theories and career research: The case of Bourdieu’s theory of practice." Human Relations 64, no. 1 (2010): 19–36. http://dx.doi.org/10.1177/0018726710384291.

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Responding to the various calls for more interdisciplinarity in career research over the last few decades, we identify five touchstones for theoretical concepts to advance the interdisciplinary dialogue on careers. Drawing on Bourdieu’s theory of practice, we outline its contributions to such a dialogue in the light of these touchstones. In spite of some potential pitfalls, the theory of practice not only invites interdisciplinary dialogue, but also provides a unifying framework for generating new questions in career research and systematically integrating concepts from other disciplines. Over

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YOUNG, JULIETTE C., and MARIELLA MARZANO. "Embodied interdisciplinarity: what is the role of polymaths in environmental research?" Environmental Conservation 37, no. 4 (2010): 373–75. http://dx.doi.org/10.1017/s0376892910000524.

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SUMMARYInterdisciplinarity can be interpreted broadly as an active, multi-faceted learning process between researchers from different disciplines to create a common ground for a special purpose. Interdisciplinary approaches are regarded as necessary in environmental research, especially in view of global environmental change. However, some argue there is a lack of genuine interdisciplinarity in environmental research. Polymaths can play a potentially important role in environmental research. Environmental polymaths can enhance the effectiveness of interdisciplinarity through their knowledge an

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Hu, Jiming, and Yin Zhang. "Measuring the interdisciplinarity of Big Data research: a longitudinal study." Online Information Review 42, no. 5 (2018): 681–96. http://dx.doi.org/10.1108/oir-12-2016-0361.

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Purpose The purpose of this paper is to measure the degree of interdisciplinary collaboration in Big Data research based on the co-occurrences of subject categories using Stirling’s diversity index and specialization index. Design/methodology/approach Interdisciplinarity was measured utilizing the descriptive statistics of disciplines, network indicators showing relationships between disciplines and within individual disciplines, interdisciplinary communities, Stirling’s diversity index and specialization index, and a strategic diagram revealing the development status and trends of discipline

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