Interdisciplinary Work and Resourcefulness

Strand 3 of the project focusses on discovering how team members’ personal resourcefulness interacts with joint learning and shared construction of interdisciplinary knowledge. For this, the project is guided by the following questions:

  • What kinds of epistemic, conceptual and other resources do participants enact during key learning moments in interdisciplinary teamwork?
  • What dynamics emerge between participants’ discipline-specific resources and other resources?
  • What kind of relationship can be observed between participants’ enacted individual resources and team resourcefulness? and
  • What is the nature of participants’ personal resourcefulness—what enables them to understand and participate in joint work?

To understand the nature of personal resourcefulness for interdisciplinary work, the focus shifts from the level of collective activity to the individual (micro) level. It explores the dynamics between group and individual meaning-making and performance. Our analysis of personal resourcefulness draws on conceptual ecology and knowledge analysis [1, 2], which argue that to make sense of an encountered phenomenon, people draw on a large set of diverse (epistemic and conceptual) resources. These resources range from abstract generic knowledge and formal professional problem-solving methods to situated knowledge and ways of knowing, including numerous personal experiences and resources directly prompted by the environment [3, 4]. People’s capacity to switch between and combine various kinds of conceptual and epistemic resources is an important feature of their knowledge-creating work [3, 5]. We will identify the kinds of resources team members’ draw upon and enact in interdisciplinary group work.

Read more about Strand 1, Strand 2 and Strand 4.

  1. diSessa, AA, M Levin, & NJS Brown, eds. Knowledge and interaction: A synthetic agenda for the learning sciences. 2015, New York: Routledge.
  2. diSessa, A, Why “conceptual ecology” is a good idea, in Reconsidering conceptual change: Issues in theory and practice, M Limon & L.Mason, eds. 2002, Dordrecht: Kluwer: 28-60.
  3. Markauskaite, L & P Goodyear, Epistemic fluency and professional education: Innovation, knowledgeable action and actionable knowledge. 2017, Dordrecht: Springer.
  4. Markauskaite, L & P Goodyear, Tapping into the mental resources of teachers’ working knowledge: Insights into the generative power of intuitive pedagogy. Learning, Culture and Social Interaction, 2014. 3(4): 237-251.
  5. Markauskaite, L & P Goodyear, Learning as construction of actionable concepts: A multimodal blending perspective, in The 17th biennial EARLI conference for research on learning and instruction. 2017, Tampere, Finland: 27 August – 2 September.
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