Collaborative multidisciplinary modeling tasks elicit all four cognitive processes of interdisciplinary understanding in student group discourse¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
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q2 i? In all three multidisciplinary groups, discourse analysis revealed engagement in establishing a purpose, weighing disciplinary insights, building and leveraging integrations, and maintaining a critical stance. → Idit Adler · Saja Rabie 2026
Evidence¶
Idit Adler · Saja Rabie 2026¶
Idit Adler · Saja Rabie. (2026). Towards interdisciplinarity: emerging patterns of discourses during collaborative multidisciplinary modeling. Instructional Science (2026) 54:36. https://doi.org/10.1007/s11251-026-09785-4
q2 · i? · qualitative · r2
Multiple case study of three multidisciplinary group discussions (audio-recorded, 1h11min to 1h22min) analyzed with Gee's discourse analysis; the authors report all four Boix Mansilla processes were "revealed student engagement in the four cognitive processes of interdisciplinary learning" in every group.
"In all three groups, the analysis of students' discourse as they attempted to engage in collaborative sense-making and create a visual representation of the phenomenon (Renger et al., 2008) revealed student engagement in the four cognitive processes of interdisciplinary learning"
Discussion¶
Related Claims¶
- Groups' success in merging perspectives was related to the time they allocated to the interdisciplinary cognitive processes, especially transforming knowledge and critical stance — related
- Three discourse patterns emerged during collaborative multidisciplinary modeling, differing in the extent to which students merged disciplinary perspectives — related
- Organization-simulation knowledge practices support interdisciplinary learning — related
- Sequential analysis of discourse reveals meaning-making processes in small-group CSCL interactions — related
- Newell's complex systems theory of interdisciplinarity fails to explain integration, as its critics and Newell himself acknowledge — related
- Gee's engagement with game studies was instrumental multidisciplinarity, not substantive interdisciplinarity — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
modeling-task-elicits-four-interdisciplinary-processes |
title |
Collaborative multidisciplinary modeling tasks elicit all four cognitive processes of interdisciplinary understanding in student group discourse |
description |
Collaborative multidisciplinary modeling tasks elicit all four cognitive processes of interdisciplinary understanding in student group discourse |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — idit-adler-saja-rabie-2026 |
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