Interdisciplinarity (ID) represents nowadays a complex, multi-dimensional and timely challenge in STEM and, more in general, in STEAM education. If on one side ID is at the core of the most urgent societal issues, in schools and universities disciplines are almost exclusively taught separately and rigid boundaries are created. After a long period of good practices, researchers are more and more perceiving the need to develop theoretical frameworks to rigorously define what ID is and to recognize if and how interdisciplinary knowledge and skills can be developed in teaching. In this paper, four theoretically-oriented studies are presented as outcomes of the IDENTITIES Erasmus+ project aimed to develop an approach to design interdisciplinary teaching modules for pre-service teacher education
Disciplinary identities in interdisciplinary topics: challenges and opportunities for teacher education / E. Barelli, B. Barquero, O. Romero, M. Rosa Aguada, J. Giménez, C. Pipitone, G. Salasebastià, A. Nipyrakis, A. Kokolaki, I. Metaxas, E. Michailidi, D. Stavrou, M. Lodi, M. Sbaraglia, E. Bartzia, S. Modeste, S. Martini, V. Durand-Guerrier, S. Satanassi, P. Fantini, V. Bagaglini, S. Shulamit Kapon, L. Branchetti, O. Levrini - In: ESERA 2021 : Fostering scientific citizenship in an uncertain world / [a cura di] G.S. Carvalho, A.S. Afonso, Z. Anastácio. - [s.l] : University of Minho, 2022. - ISBN 978-972-8952-82-2. - pp. 934-943 (( convegno ESERA 2021 tenutosi a Minho nel 2021.
Disciplinary identities in interdisciplinary topics: challenges and opportunities for teacher education
L. Branchetti;
2022
Abstract
Interdisciplinarity (ID) represents nowadays a complex, multi-dimensional and timely challenge in STEM and, more in general, in STEAM education. If on one side ID is at the core of the most urgent societal issues, in schools and universities disciplines are almost exclusively taught separately and rigid boundaries are created. After a long period of good practices, researchers are more and more perceiving the need to develop theoretical frameworks to rigorously define what ID is and to recognize if and how interdisciplinary knowledge and skills can be developed in teaching. In this paper, four theoretically-oriented studies are presented as outcomes of the IDENTITIES Erasmus+ project aimed to develop an approach to design interdisciplinary teaching modules for pre-service teacher education
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