Abstract
In interdisciplinary education, students find out that even basic concepts such
as time, freedom or control mean different things for different disciplines and
individuals. Through such encounters, students develop an ever-richer
conceptual toolbox for making sense of the world. But, how do concepts travel
(Bal, 2002) in an interdisciplinary classroom? I address this question from
the perspective of behavior settings theory, which shows how the concrete
spatiotemporal characteristics of an environment structure and guide the
behavior of its participants. By means of a case study, I analyze the
interdisciplinary classroom as a behavior setting and argue that concepts can
travel when the setting stimulates students and teachers to spend time and
interact with each other in specific ways.
as time, freedom or control mean different things for different disciplines and
individuals. Through such encounters, students develop an ever-richer
conceptual toolbox for making sense of the world. But, how do concepts travel
(Bal, 2002) in an interdisciplinary classroom? I address this question from
the perspective of behavior settings theory, which shows how the concrete
spatiotemporal characteristics of an environment structure and guide the
behavior of its participants. By means of a case study, I analyze the
interdisciplinary classroom as a behavior setting and argue that concepts can
travel when the setting stimulates students and teachers to spend time and
interact with each other in specific ways.
| Original language | English |
|---|---|
| Pages (from-to) | 50-66 |
| Number of pages | 17 |
| Journal | Journal of Interdisciplinary Studies in Education |
| Volume | 12 |
| Issue number | S1 |
| Publication status | Published - 2023 |
Keywords
- behavior settings
- interdisciplinarity
- traveling concepts