Unveiling interdisciplinary horizons: students’ experiences in a first-year calculus course
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Archivos
Fecha
2023
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Frontiers Media SA
Nombre de Curso
Licencia CC
Attribution 4.0 International Deed (CC BY 4.0)
Licencia CC
https://creativecommons.org/licenses/by/4.0/
Resumen
In the realm of higher education, the pursuit of interdisciplinarity aims to foster the exchange and integration of fragmented knowledge, yielding transformative outcomes. Employing a phenomenological method, this study delves into the interdisciplinary experience of twelve students from a first-year undergraduate calculus class. Through the analysis of written questionnaires, focus group sessions, and supplementary qualitative data, a comprehensive understanding of students’ interdisciplinary encounters is unveiled and organized into three main categories: what students think about interdisciplinarity, how they act when being involved in integrations and what external factors are involved in shaping their experience. This paper presents emergent experiential themes, shedding light on both individual and collective experiences, as students navigate and enrich their calculus learning through interdisciplinary connections. Copyright © 2024 Armenta and Dominguez.
Notas
Indexación: Scopus
Palabras clave
Calculus, Educational Innovation, Engineering Students, Higher Education, Interdisciplinary Education, Interdisciplinary Experience, Phenomenological Analysis, Students’ Perspectives
Citación
Frontiers in Education. Volume 8. 2023. Article number 1294542
DOI
10.3389/feduc.2023.1294542