Three discourse patterns emerged during collaborative multidisciplinary modeling, differing in the extent to which students merged disciplinary perspectives¶
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.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Group 2 showed a discipline-based discourse, Group 3 a combining discourse, and Group 1 a merging discourse in which disciplinary boundaries were blurred and new knowledge produced across them. → 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
Discourse and model analysis of the three cases: Group 2's model was based on the biological model with added variables; Group 3's model joined disciplinary clusters via shared variables; Group 1's model showed variables "re-organized and overlap" across the three disciplines.
"the discourse pattern of Group 1, which demonstrated a merging discourse, in which the boundaries between disciplines have been blurred, and in which new knowledge is produced across the boundaries of the disciplines"
Discussion¶
Related Claims¶
- Collaborative multidisciplinary modeling tasks elicit all four cognitive processes of interdisciplinary understanding in student group discourse — related
- Groups' success in merging perspectives was related to the time they allocated to the interdisciplinary cognitive processes, especially transforming knowledge and critical stance — related
- Epistemic games reveal unacknowledged disciplinary differences in interdisciplinary teams — related
- Patterns of emergent leadership differed across disciplinary content areas, with some students leading in math but not history — related
- Empirical studies across diverse learner populations show that people's epistemic aims, ideals, and processes are tailored to the information sources and tasks they engage in — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
three-interdisciplinary-discourse-patterns |
title |
Three discourse patterns emerged during collaborative multidisciplinary modeling, differing in the extent to which students merged disciplinary perspectives |
description |
Three discourse patterns emerged during collaborative multidisciplinary modeling, differing in the extent to which students merged disciplinary perspectives |
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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