An ecological paradigm of interdisciplinary learning: Implications for design

• Published in: The Journal of the learning sciences Vol. 33; no. 2; pp. 450 - 464
• Main Author: Kali, Yael
• Format: Journal Article
• Language: English
• Published: Philadelphia Routledge 14.03.2024; Taylor & Francis Ltd
• Subjects: Design; Elementary Secondary Education; Interdisciplinary aspects; Learning; Learning Processes; Student Diversity
• ISSN: 1050-8406; 1532-7809
• DOI: 10.1080/10508406.2024.2354152

In this commentary, I offer my insights from the Special Issue-Beyond disciplinary engagement: researching the ecologies of interdisciplinary learning-which, in my view, reframes interdisciplinarity. In contrast to the cognitivist paradigm-where research is largely concerned with learning processes that lead to an individual's cognitive interdisciplinary learning outcome-in the ecological paradigm research is primarily concerned with the interdisciplinary learning processes that occur within groups. To address a concern regarding the usefulness of design principles in this framing, I use an approach for extending the applicability of design principles by augmenting them with designers' dilemmas and solutions in various contexts. Three main dilemmas are discussed: (1) How to ensure students have access to disciplinary knowledge and epistemic resources, as they embark on the interdisciplinary work? (2) How to support the fine-grained socio-material-cultural processes involved in interdisciplinary learning between diverse learners, levels and/or disciplinary expertise? (3) How to build on, but also push the boundaries of existing infrastructures to develop new routines, social networks, physical and digital infrastructures to accommodate interdisciplinary learning from K-12 through higher education? A synthesis of the studies' array of solutions is proposed as a preliminary roadmap for the design of ecologically-oriented interdisciplinary learning environments.