Innovative Higher Education

, Volume 27, Issue 2, pp 95–111

Interdisciplinary Learning: Process and Outcomes

Authors

  • Lana Ivanitskaya
    • College of Extended LearningCentral Michigan University
  • Deborah Clark
    • College of Extended LearningCentral Michigan University
  • George Montgomery
    • Central Michigan University
  • Ronald Primeau
    • Central Michigan University
Article

DOI: 10.1023/A:1021105309984

Cite this article as:
Ivanitskaya, L., Clark, D., Montgomery, G. et al. Innovative Higher Education (2002) 27: 95. doi:10.1023/A:1021105309984

Abstract

Interdisciplinary learning is characterized by the integration of multidisciplinary knowledge across a central program theme or focus. With repeated exposure to interdisciplinary thought, learners develop more advanced epistemological beliefs, enhanced critical thinking ability and metacognitive skills, and an understanding of the relations among perspectives derived from different disciplines. Our adaptation of Biggs and Collis' (1982) Structure of the Observed Learning Outcome illustrates the stages of interdisciplinary knowledge integration and explains corresponding patterns of learners' intellectual functioning, from acquisition of single-subject information to transfer of interdisciplinary knowledge to other topics, issues, or problems.

interdisciplinary learningcritical thinkingmetacognitionepistemology

Copyright information

© Human Sciences Press, Inc. 2002