Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach: The Dialogue Between Physics and Mathematics
| العنوان: | Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach: The Dialogue Between Physics and Mathematics |
|---|---|
| المؤلفون: | Sara Satanassi, Laura Branchetti, Paola Fantini, Rachele Casarotto, Martina Caramaschi, Eleonora Barelli, Olivia Levrini |
| المساهمون: | Satanassi S., Branchetti L., Fantini P., Casarotto R., Caramaschi M., Barelli E., Levrini O. |
| المصدر: | Science & Education. |
| بيانات النشر: | Springer Science and Business Media LLC, 2023. |
| سنة النشر: | 2023 |
| مصطلحات موضوعية: | Physics Education, Interdisciplinarity in STEM education, Boundary crossing mechanisms, Mathematics Education, Family Resemblance Approach, Education |
| الوصف: | Among the relevant aspects of the family resemblance approach (FRA), our study focuses on the potential of the approach to elaborate on disciplinary identities in an interdisciplinary context, specifically regarding the interplay between physics and mathematics. We present and discuss how the FRA wheel can be used and intertwined with the framework of boundary objects and boundary crossing mechanisms (Akkerman & Bakker, Review of Educational Research, 81, 132–169, 2011), which is well-known in STEM education for dealing with interdisciplinarity. The role of the FRA discussed in the article is dual: both practical and theoretical. It is practical in that we show how its use, in combination with the Akkerman and Bakker framework, appears effective in fostering productive discussions among prospective teachers on disciplinary identities and interdisciplinarity in historical cases. It is theoretical in that the combination of the two frameworks provides the vocabulary to characterise the ‘ambiguous nature’ of interdisciplinarity: like boundaries, interdisciplinarity both separates disciplines, making their identities emerge, and connects them, fostering mechanisms of crossing and transgressing the boundaries. This empirical study reveals how the theoretical elaboration took advantage of the prospective teachers’ contributions. We initially presented the FRA to characterise disciplinary identities, but the prospective teachers highlighted its potential to characterise also the boundary zone and the dialogue between physics and mathematics. The data analysis showed that the combinination of the two frameworks shaped a complex learning space where there was room for very different epistemic demands of the prospective teachers: from those who feel better within the identity cores of the disciplines, to those who like to inhabit the boundary zone and others who like to re-shape boundary spaces and move dynamically across them. |
| وصف الملف: | ELETTRONICO |
| تدمد: | 1573-1901 0926-7220 |
| الوصول الحر: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::45dd00728db79aa3c2049f4736b41559Test https://doi.org/10.1007/s11191-023-00439-2Test |
| حقوق: | OPEN |
| رقم الانضمام: | edsair.doi.dedup.....45dd00728db79aa3c2049f4736b41559 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 15731901 09267220 |
|---|