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Interdisciplinary Knowledge (interdisciplinary + knowledge)

Distribution by Scientific Domains
Humanities and Social Sciences75%

Selected Abstracts

Disciplinary Agendas and Analytic Strategies of Research on Immigrant Transnationalism: Challenges of Interdisciplinary Knowledge

INTERNATIONAL MIGRATION REVIEW, Issue 3 2003
Ewa Morawska
To be successful, an interdisciplinary approach to the study of immigration and transnationalism should begin by making different disciplinary languages about this phenomenon informed by mutual understanding of the conceptual frameworks, epistemological assumptions, and explanatory strategies used in research in particular academic fields. Drawing on studies in anthropology, sociology, history, and political science, I review here these taken-for-granted assumptions about "what is knowable and how" that underlie research on immigration and transnationalism in these disciplines. In conclusion, I suggest some avenues for mutual education in different disciplinary approaches and the epistemic gains derived therefrom. [source]

The introduction and perception of an OSCE with an element of self- and peer-assessment

EUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 1 2008
T. Larsen
Abstract The purpose of the present study was to encourage reflective dental students by performing an educational Objective Structured Clinical Examination (OSCE) with an element of self- and peer-assessment. An interdisciplinary OSCE comprising cariology, endodontics and microbiology was set up for all third-year students. A blueprint secured representation of the skills to be tested, i.e. knowledge, interdisciplinary knowledge, communication, clinical reasoning and practical procedures. At each station positive and constructive feedback was given to the students based on predefined criteria. Further, the students received written marks after completion of the OSCE. At one station the feedback and marks were replaced by self- and peer-assessment performed by the students in groups after the OSCE. Afterwards, the 68 students and 8 teachers participating in the OSCE answered a questionnaire on their opinion and perception of the examination. The results showed good correlation between the marks given and the students' perception of task difficulty. Generally, there were no systematic variations in the marks given during the week or by individual assessors at the same station, except for one, as well as agreement with marks of the ordinary clinical assessment. The marks given during self- and peer-assessment differed widely, indicating a need for training in this aspect. The questionnaires revealed a very positive perception of the OSCE from both students and teachers. Thus, the majority found the examination relevant and of educational benefit, capable of improving the learning of the students and useful for assessment purposes. Also, the self- and peer-assessment was found useful by the students. In conclusion, this interdisciplinary OSCE stressing constructive feedback to the students was perceived very positively by students and teachers and recognised for its beneficial possibilities in education and assessment. [source]

RECENT CHANGES AND TRENDS IN THE PRACTICE OF APPLIED ANTHROPOLOGY

ANNALS OF ANTHROPOLOGICAL PRACTICE, Issue 1 2008
Satish Kedia
The emergent global economy of the 21st century will create an ever greater need for research-based information and pragmatic utilization of social science skills, creating new work opportunities for applied anthropologists in a variety of settings. However, anthropologists may need to adjust their traditional roles and tasks, approaches and methods, and priorities and guidelines to practice their craft effectively. Anthropological training and education must be based in sound ethnographic techniques, using contemporary tools, participatory methods, and interdisciplinary knowledge in order to accommodate faster-paced work environments and to disseminate their findings efficiently to a diverse audience while fulfilling the goal of empowering and enabling humans around the world to address social, economic, and health issues, along with other pressing concerns facing their communities. [source]

The emergence of interdisciplinary knowledge in problem-focused research

AREA, Issue 4 2009
Anna Wesselink
In this paper I explore the specific properties associated with the new knowledge produced by inter- or transdisciplinary research. Using my analysis of a land use planning study in the Meuse valley in The Netherlands, I argue that the process of knowledge integration requires the exercise of value judgement and that the outcomes are emergent. I also show that the selection of a boundary object as objective facilitates interdisciplinary research because it is shared amongst disciplines and because it necessitates judgement in its implementation. [source]