Transdisciplinary Learning and Convergence Education

Research Articles on Transdisciplinary Learning and Convergence Education

 

Aguillon, S. M., Siegmund, G.-F., Petipas, R. H., Drake, A. G., Cotner, S., & Ballen, C. J. (2020). Gender Differences in Student Participation in an Active-Learning Classroom. CBE - Life Sciences Education, 19(2). https://doi.org/10.1187/cbe.19-03-0048 
 

Al Quraan, E. J., & Forawi, S. A. (2019). Critical Analysis of International STEM Education Policy Themes. Journal of Education and Human Development, 8(2), 82–98. 
 

Authors, Wire. (2019, July 29). Are We Really Stronger Together? Advanced Science News. https://www.advancedsciencenews.com/a-framework-for-measuring-if-were-really-stronger-together/
 

Bainbridge, W. S. (2004). Early convergence research and education supported by the National Science Foundation. In M. C. Roco & C. D. Montemagno (Eds.), Coevolution of Human Potential and Converging Technologies (Vol. 1013, pp. 234–258). New York Acad Sciences. https://doi.org/‌10.1196/annals.1305.017 
 

Bainbridge, William Sims, & Roco, M. C. (2020). Handbook of science and technology convergence. 
 

Barnes-Johnson, J., & Johnson, J. M. (2018). STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation. Social Justice across Contexts in Education. In Peter Lang Publishing Group. Peter Lang Publishing Group. 
 

Bartholomew, S. R., & Strimel, G. J. (2018). Factors Influencing Student Success on Open-Ended Design Problems. International Journal of Technology and Design Education, 28(3), 753–770. https://doi.org/10.1007/s10798-017-9415-2
 

Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM education: A meta-analysis. Review of Educational Research, 87(2), 309–344. 
 

Bernstein, J.H. (2015) Transdisciplinarity: A review of its origins, development, and current issues.  Journal of Research practice 11(1), 20 p.
 

Besterman, K. R., Ernst, J., & Williams, T. O. (2018). Developments in STEM Educators’ Preparedness for English Language Learners in the United States. Contemporary Issues in Education Research, 11(4), 165–176. 
 

Besterman, K., Williams, T. O., & Ernst, J. V. (2018). STEM Teachers’ Preparedness for English Language Learners. Journal of STEM Education: Innovations and Research, 19(3), 33–39. 
 

Brown, M., McCormack, M., Reeves, J., Brooks, D. C., & Grajek, S. (2020) EDUCAUSE Horizon Report: Teaching and Learning Edition. Louisville, CO: EDUCAUSE. Available: https://library.educause.edu/resources/2020/3/2020-educause-horizon-report-… 
 

Carmichael, C. C. (2017). A State-By-State Policy Analysis of STEM Education for K-12 Public Schools [Ed.D., Seton Hall University]. In ProQuest Dissertations and Theses. http://www.proquest.com/‌docview/1899933519/abstract/7A7B0F394E2F476BPQ/1 
 

Carroll, L., Ali, M.K., Cuff, P., Huffman, M.D., Kelly, B., Kishore, S.P., Narayan, K.M.V., Siegel, K.R., & Vedanthan, R. (2014).  Envisioning a transdisciplinary university.  Journal of Law Medical Ethics 42(suppl 2), 17-25.
 

Century, J., Ferris, K. A., & Zuo, H. (2020). Finding Time for Computer Science in the Elementary School Day: A Quasi-Experimental Study of a Transdisciplinary Problem-Based Learning Approach. International Journal of STEM Education, 7. https://doi.org/10.1186/s40594-020-00218-3 
 

Ciannelli, L., Hunsicker, M., Beaudreau, A., Bailey, K. Crowder, L.B., Finley, C., Webb, C., Reynolds, Sagmiller, K., Anderies, J.M., Hawthorne, D., Parrish, J., Heppell, S., Conway, F. & Chigbu. P. (2014).  Transdisciplinary graduate education in marine resource science and management.  International Council for the Exploration of the Sea Journal of Marine Science 17(5), 1047-1051.
 

Clark, B., & Button, C. (2011). Sustainability transdisciplinary education model: Interface of arts, science, and community (STEM). International Journal of Sustainability in Higher Education, 12(1), 41–54. https://doi.org/10.1108/14676371111098294 
 

Coleman, A. (2020). D-STEM Equity Model: Diversifying the STEM Education to Career Pathway. Athens Journal of Education, 7(3), 273–296. 
 

Collier, S., Burston, B., & Rhodes, A. (2016). Teaching STEM as a Second Language: Utilizing SLA to Develop Equitable Learning for All Students. Journal for Multicultural Education, 10(3), 257–273. https://doi.org/10.1108/JME-01-2016-0013 
 

Convergence: The Future of Health—2016 Report (MIT). (n.d.). The Convergence Revolution. Retrieved December 22, 2020, from http://www.convergencerevolution.net/2016-report 
 

Cook, K. L., & Bush, S. B. (2018). Design Thinking in Integrated STEAM Learning: Surveying the Landscape and Exploring Exemplars in Elementary Grades. School Science and Mathematics, 118, 93–103. https://doi.org/10.1111/ssm.12268 
 

CoSN 2020 Report. (n.d.). Retrieved December 22, 2020, from https://cosn.org/sites/default/‌files/CoSN_H%26A_Report_MedResolution.pdf 
 

Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100–106. https://doi.org/10.1080/10632913. ‌2017.1292973 
 

Council, N. R. (2014). Convergence: Facilitating Transdisciplinary Integration of Life Sciences, Physical Sciences, Engineering, and Beyond. https://doi.org/10.17226/18722 
 

Crowe, H.A., Brandes, K., Aviles, B.D., Erickson, D., & Hall, D. (2013).  Transdisciplinary teaching: professionalism across cultures.  International Journal of Humanities and Social Sciences, 3(13), 194-205.
 

Dalke, A., Mccormack, E., Dalke, A., & Mccormack, E. F. (n.d.). Synecdoche and Surprise: Transdisciplinary Knowledge Production. 
 

Dass, P. M. (1999). Contemporary Environmental Issues: Creating Curricular Connections in K-12 Education. Bulletin of Science, Technology & Society, 19(2), 147–154. 
 

Dorofeeva, A. S., Budarina, A. O., & Parakhina, O. V. (2020). STEM vs STEAM: Developing a New Teacher. 19–27. https://doi.org/10.2991/aebmr.k.201205.004 
 

Drake, S. M., & Reid, J. L. (2020). How Education Can Shape a New Story in a Post-Pandemic World. Brock Education: A Journal of Educational Research and Practice, 29(2), 6–12. 
 

Dzau, V. J., & Balatbat, C. A. (2018). Reimagining population health as convergence science. The Lancet, 392(10145), 367–368. https://doi.org/10.1016/S0140-6736(18)31372-2 
 

English, L. D. (2016). STEM Education K-12: Perspectives on Integration. International Journal of STEM Education, 3. https://doi.org/10.1186/s40594-016-0036-1 
 

Ertas, A. (2008).  Integrating transdisciplinarity in undergraduate education.  In B. Nicolwscu & A. Ertas (eds.), Transdisplinarity: Theory and Practice (pp. 187-210), Hampton Press, New York.
 

Falls, Z. (2020). Beyond Boundaries: Pre-Service Teachers’ Experiences of Transdisciplinary Education via STEAM Making Projects. Journal of Computers in Mathematics and Science Teaching, 39(1), 19–31. 
 

Freeman, A., Adams Becker, S., Cummins, M., Davis, A., Hall Giesinger, C., New Media Consortium, & Consortium for School Networking. (2017). NMC/CoSN Horizon Report: 2017 K-12 Edition. New Media Consortium. 6101 West Courtyard Drive Building One Suite 100, Austin, TX 78730. Tel: 512-445-4200; Fax: 512-445-4205; Web site: http://www.nmc.org. 
 

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. & Wenderoth, M.P. (2014).  Active learning increases student performance in science, engineering, and mathematics.  Proceedings of the National Academies of Sciences 111(23), 8410-8415.
 

Gibbs, P. (Ed.). (2017). Transdisciplinary Higher Education: A Theoretical Basis Revealed in Practice.  Springer International Publishing, Switzerland.
 

Gillis, D., Nelson, J., Driscoll, B., Hodgins, K., Fraser, E., & Jacobs, S. (2017).  Interdisciplinary and transdisciplinary research and education in Canada: A review and suggested framework.  Collected Essays on Learning and Teaching (CELT) 10, 203-222.
 

Graybill, J.K., Dooling, S. Shandas, V., Withey, J., Greve, A. & Simon, G.L. (2006) A rough guide to interdisciplinarity: Graduate student perspectives.  BioScience 56(9), 757-763.
 

Guyotte, K. W., Sochacka, N. W., Costantino, T. E., & Walther, J. (2015). Steam as Social Practice: Cultivating Creativity in Transdisciplinary Spaces. Art Education (Reston), 67(6), 12–19. https://doi.org/10.1080/00043125.2014.11519293
 

Herr, D. J. C. (2016). The Need for Convergence and Emergence in Twenty-first Century Nano-STEAM+ Educational Ecosystems. In K. Winkelmann & B. Bhushan (Eds.), Global Perspectives of Nanoscience and Engineering Education (pp. 83–115). Springer International Publishing. https://doi.org/10.1007/978-3-319-31833-2_3 
 

Herr, D. J. C., Akbar, B., Brummet, J., Flores, S., Gordon, A., Gray, B., & Murday, J. (2019). Convergence education—An international perspective. Journal of Nanoparticle Research, 21(11), 229. https://doi.org/10.1007/s11051-019-4638-7
 

Honey, M., Pearson, G., & Schweingruber, H. (2014). STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research. In National Academies Press. National Academies Press. 
 

Hyun, E. (2008).  Engineering transdisiplinarity in university academic affairs: challenges, dilemmas and progress.  In B. Nicolwscu & A. Ertas (eds.), Transdisplinarity: Theory and Practice (pp. 87-101), Hampton Press, New York.
 

International Baccalaureate Primary Years Programme Resources—Transdisciplinary. (n.d.). Retrieved December 22, 2020, from https://www.pypresources.com/teachinglearning/transdisciplinary 
 

Johnson-Green, E., Lee, C., & Flannery, M. (2020). A Musical Perspective on STEM: Evaluating the EcoSonic Playground Project from a Co-Equal STEAM Integration Standpoint. International Journal of Education & the Arts, 21(14). https://eric.ed.gov/?q=STEM+integration+k-12&pg=2&id=EJ1254982  
 

Jones, D., Khalil, D., & Dixon, R. D. (2017). Teacher-advocates respond to ESSA:“Support the good parts—Resist the bad parts”. Peabody Journal of Education, 92(4), 445-465.
 

Kastens, K.A. & Manduca, C.A. (2017).  Using systems thinking in the design, implantation, and evaluation of complex educational innovations, with examples from the InTeGrate project.  Journal of Geoscience Education 65, 219-230.
 

Keck, A._S., Sloane, S., Liechty, J.M., Paceley, M., Donovan, S.M., Bost, K.K., McBride, B.A., & Fiese, B.H. (2017). Palgrave Communications 3(40): 1-10.
 

Khalil, D., & Kier, M. (2021). Equity-Centered Design Thinking in STEM Instructional Leadership. Journal of Cases in Educational Leadership, 24(1), 69-85.
 

Kim, A. Y., Sinatra, G. M., & Seyranian, V. (2018). Developing a STEM Identity among Young Women: A Social Identity Perspective. Review of Educational Research, 88(4), 589–625. https://doi.org/‌10.3102/0034654318779957 
 

Kim, C. E. (2020). STEM Teachers’ Beliefs and ESOL Professional Development. ORTESOL Journal, 37, 63–70. 
 

Knowles, B. (2014). Planning a Whole-School Approach to STEM. School Science Review, 96(355), 27–35. 
 

Learning Policy Institute & Turnaround for Children. (2021). Design principles for schools: Putting the science of learning and development into action.
 

LeBret, J. (n.d.). Four Bold Predictions In K12 Education For The Next Decade. Forbes. Retrieved December 22, 2020, from https://www.forbes.com/sites/jabezlebret/2020/01/01/four-bold-predictions-in-k12-education-for-the-next-decade/ 
 

Lee, O., & Campbell, T. (2020). What Science and STEM Teachers Can Learn from COVID-19: Harnessing Data Science and Computer Science through the Convergence of Multiple STEM Subjects. Journal of Science Teacher Education, 31(8), 932–944. https://doi.org/10.1080/1046560X.2020.1814980
 

Lee, O., & Stephens, A. (2020). English Learners in STEM Subjects: Contemporary Views on STEM Subjects and Language with English Learners. Educational Researcher, 49(6), 426–432. https://doi.org/10.3102/0013189X20923708 
 

Maarouf, S. A. (2019). Supporting Academic Growth of English Language Learners: Integrating Reading into STEM Curriculum. World Journal of Education, 9(4), 83–96. 
 

Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International Journal of STEM Education, 6(1), 2. https://doi.org/10.1186/‌s40594-018-0151-2 
 

Méndez, Z. Y., & Rincones, R. (2013). Between a Rock and a Hard Place: Faculty’s and Academic Administrators’ Dilemmas in a University-K-12 Partnership. Journal of Cases in Educational Leadership, 16(3), 77–85. https://doi.org/10.1177/1555458913498480 
 

Mitts, C. R. (2016). Why STEM? Technology and Engineering Teacher, 75(6), 30–35. 
 

MITwhitepaper.pdf. (n.d.). Retrieved December 22, 2020, from https://www.aplu.org/projects-and-initiatives/research-science-and-technology/hibar/resources/MITwhitepaper.pdf 
 

Moyer, L., Klopfer, M., & Ernst, J. V. (2018). Bridging the Arts and Computer Science: Engaging At-Risk Students through the Integration of Music. Technology and Engineering Teacher, 77(6), 8–12. 
 

Murday, J. S. (November 2-3, 2017). Global Perspectives in Convergence Education. Washington, D.C. 88. 
 

Murphy, S., MacDonald, A., Wang, C. A., & Danaia, L. (2019). Towards an Understanding of STEM Engagement: A Review of the Literature on Motivation and Academic Emotions. Canadian Journal of Science, Mathematics and Technology Education, 19(3), 304–320. https://doi.org/10.1007/‌s42330-019-00054-w 
 

Nash, J.M. (2008) Transdisciplinary training: Key components and prerequisites for success.  American Journal of Preventitive Medicine 35(2S), S133-S140.
 

Nation, J. M., Harlow, D., Arya, D. J., & Longtin, M. (2019). Being and Becoming Scientists: Design-Based STEM Programming for Girls. Afterschool Matters. https://eric.ed.gov/?q=stem+equity‌&pg=2&id=EJ1208369 
 

National Academies of Sciences, Engineering, and Medicine. (2020). Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace. Washington, DC: The National Academies Press. https://doi.org/10.17226/25603.
 

National Academies of Sciences, Engineering, and Medicine. 2020. Building Capacity for Teaching Engineering in K-12 Education. Washington, DC: The National Academies Press. https://doi.org/10.17226/25612
 

National Academies of Sciences, E. (2018). English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. https://doi.org/10.17226/25182 
 

Nealy, A., & Kristine, Y. (2017). An Exploration of the Factors That Contribute to the Success of African American Professionals in STEM-Related Careers. In ProQuest LLC. ProQuest LLC. 
 

Next Generation Science Standards. (2012). Retrieved December 21, 2020, from https://www.nextgenscience.org/ 
 

P21 Framework Definitions. (2009). In Partnership for 21st Century Skills. Partnership for 21st Century Skills. https://eric.ed.gov/?id=ED519462 
 

Pearson, G. (2017). National Academies Piece on Integrated STEM. Journal of Educational Research, 110(3), 224–226. https://doi.org/10.1080/00220671.2017.1289781 
 

Philip, T. M., Bang, M., & Jackson, K. (2018). Articulating the “How,” the “For What,” the “For Whom,” and the “With Whom” in Concert: A Call to Broaden the Benchmarks of our Scholarship. Cognition and Instruction, 36(2), 83–88. https://doi.org/10.1080/07370008.2018.1413530 
 

Philip, T. M., & Sengupta, P. (2020). Theories of learning as theories of society: A contrapuntal approach to expanding disciplinary authenticity in computing. Journal of the Learning Sciences, 0(0), 1–20. https://doi.org/10.1080/10508406.2020.1828089 
 

Prime, G. M. (2019). Centering Race in the STEM Education of African American K-12 Learners. In Peter Lang Publishing Group. Peter Lang Publishing Group. https://doi.org/10.3726/b14757 
 

Purzer, S., & Quintana-Cifuentes, J. P. (2019). Integrating engineering in K-12 science education: Spelling out the pedagogical, epistemological, and methodological arguments. Disciplinary and Interdisciplinary Science Education Research, 1(1), 13. https://doi.org/10.1186/s43031-019-0010-0
 

Reinhold, S., Holzberger, D., & Seidel, T. (2018). Encouraging a Career in Science: A Research Review of Secondary Schools’ Effects on Students’ STEM Orientation. Studies in Science Education, 54(1), 69–103. https://doi.org/10.1080/03057267.2018.1442900
 

Roco, Mihail C., & Bainbridge, W. S. (Eds.). (2003). Converging Technologies for Improving Human Performance: Nanotechnology, Biotechnology, Information Technology and Cognitive Science. Springer Netherlands. https://doi.org/10.1007/978-94-017-0359-8 
 

Roco, Mihail C., & Bainbridge, W. S. (2013). The new world of discovery, invention, and innovation: Convergence of knowledge, technology, and society. Journal of Nanoparticle Research, 15(9), 1946. https://doi.org/10.1007/s11051-013-1946-1
 

Rodriguez, L.F., Marshal, A.-M., Cotton, D., Koelsch, R., Koziel, J., Meyer, D. Steward, D., Heemstra, J., Padmanabahn, A., Classen, J., Meyer, N., Ruddel, B.L., Ryan. S.M., Cai, Z., Habib, E., & Saundry, P.D. (2019).  The development of the INFEWS-ER: a virtual resource center for transdisciplinary graduate student training at the nexus of food, energy, and water.  Frontiers in Environmental Science 7, article 38, 9 p.
 

Rosen, Y., Ferrara, S., & Mosharraf, M. (2016). Handbook of Research on Technology Tools for Real-World Skill Development (2 Volumes). In IGI Global. IGI Global. https://doi.org/10.4018/978-1-4666-9441-5
 

Rosen-O’Leary, R., & Thompson, E. G. (2019). STEM to STEAM: Effect of Visual Art Integration on Long-Term Retention of Science Content. Journal for Leadership and Instruction, 18(1), 32–35. 
 

Savage, M. J., & Drake, S. M. (n.d.). Living Transdisciplinary Curriculum: Teachers’ Experiences with the International Baccalaureate’s Primary Years Programme. 20.
 

Schmidt, A.H., Robbins, A.S.T., Combs, Freeburg, A., Jesperson, R.G., Rogers, H.S., Sheldon, K.S., & Wheat, E. (2012).  A new model for training graduate students to conduct interdisciplinary, interorganizational, and international research.  BioScience, 62(3),296-304.
 

Schmitz, S., & Nikoleyczik, K. (2009). Transdisciplinary and gender-sensitive teaching: Didactical concepts and technical support. International Journal of Innovation in Education, 1. https://doi.org/10.1504/IJIIE.2009.030105
 

Sengupta, Sengupta, P., & James. (2019). Critical, Transdisciplinary and Embodied Approaches in STEM Education. Springer. https://link.springer.com/book/10.1007/978-3-030-29489-2
 

Seroy, S. K., Zulmuthi, H., & Grünbaum, D. (2020). Connecting Chemistry Concepts with Environmental Context Using Student-Built pH Sensors. Journal of Geoscience Education, 68(4), 334–344. https://doi.org/10.1080/10899995.2019.1702868
 

Sharp, P., & Hockfield, S. (2017). Convergence: The future of health. Science, 355(6325), 589–589. https://doi.org/10.1126/science.aam8563
 

Smith, S., & Baru, C. (2020). NSF Convergence Approach to Transition Basic Research into Practice. ArXiv:2011.01251 [Cs]. http://arxiv.org/abs/2011.01251
 

Snapshot. (n.d.). Retrieved December 22, 2020, from https://news.mit.edu/2011/convergence-0104 
 

Shanahan, M.-C., Tagalik, S., Yin, P., & Kayumova, S. (2020). Rethinking Transdisciplinarity in the Learning Sciences: Critical and Emergent Perspectives. https://repository.isls.org//handle/1/6351 
 

Stohlmann, M., Moore, T.J., & Roehrig, G.H. (2012). Considerations for teaching integrates STEM education.  Journal of Pre-College Engineering Education research 2(1), 28-34.
 

Takeuchi, M. A., Sengupta, P., Shanahan, M.-C., Adams, J. D., & Hachem, M. (2020). Transdisciplinarity in STEM Education: A Critical Review. Studies in Science Education, 56(2), 213–253. https://doi.org/10.1080/03057267.2020.1755802 
 

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Toomey, A. H., Markusson, N., Adams, E., & Brockett, B. (2015). Inter- and Trans-disciplinary Research: A Critical Perspective. UN Global Sustainable Development Report, 3. 
 

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Walker, W. S. (2017). Integrated STEm or Integrated STEM? School Science and Mathematics, 117(6), 225–227. https://doi.org/10.1111/ssm.12234 
 

Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence Between Science and Environmental Education. Science, 344(6184), 583–584. 
 

Walsh, M.M., & Wicks, C. (2014). Introducing transdisciplinary problem solving to environmental management systems and geology students through a case study of disturbed coastal systems.  Journal of College Science Teaching, 43(3), 48-53.
 

Watson, P. (2017). Convergence: The idea at the heart of science: how the different disciplines are coming together to tell one coherent, interlocking story, and making science the basis for other forms of knowledge (First Simon&Schuster hardcover edition). Simon & Schuster. 
 

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White, T., Wymore, A., Dere, A., Hoffman, A., Washburne, J. & Conklin, M. (2017).  Integrated interdisciplinary science of the critical zone as a foundational curriculum for addressing issues of environmental sustainability.  Journal of Geoscience Education, 65, 136-145.
 

Wilson, M. M. (2019). Cultivating the Roots of STEM: Investigating the Influence of a STEM Program on Teachers’ Efficacy and Adolescents’ Attitudes toward STEM. In ProQuest LLC. ProQuest LLC. 
 

Wysession, M. E. (2016). Teaching the “Geo” in Geography with the Next Generation Science Standards. Geography Teacher, 13(1), 17–22. https://doi.org/10.1080/19338341.2016.1151720
 

Yates, K.K., Turley, C., Hopkinson, B.M., Todgham, A.E., Cross, J.N., Greening, H., Williamson, P., Van Hooidonk, R., Deheyn, D.D., & Johnson, Z. (2015). Transdisciplinary science: A path to understanding the ineractions among ocean acidification, ecosystems, and society.  Oceanography 28(2): 212-225.
 

Zafeirakopoulos, M. & van der Bijl-Brouwer, M. (2018).  Exploring the transdisciplinary learning experiences of innovation professionals.  Technology Innovation Management Review 8(8), 50-59.
 

Zaretsky, L. (2007). A Transdisciplinary Team Approach to Achieving Moral Agency across Regular and Special Education in K-12 Schools. Journal of Educational Administration, 45(4), 496–513. https://doi.org/10.1108/09578230710762472