论文标题
什么是跨学科性？非硕士介绍物理课程中的学生和教授的观点
What is interdisciplinarity? Views from students and professors in a non-major intro physics course
论文作者
论文摘要
我们对Pomona College的无物理学家课程进行了对物理学跨学科作用的调查。这项工作以对生命科学（IPLS）课程的入门物理学的先前研究为指导，但在本课程的范围和背景下存在显着差异。我们采访了来自非物理学科的入学学生，物理教授和教授，以探索本课程的功能以及物理学在非物理科学学生教育中的作用。录制和转录访谈，然后进行分析以识别新兴主题。这些主题概述了真实的物理学，包括内容知识和其他更广泛的学习目标，在入学学生的科学教育中起着重要而独特的作用。利益相关者通常将跨学科相关性的重点与该思想的具体表达中的某些分歧保持一致。可以通过利益相关者独特的专业知识领域来理解这些差异，非物理教授通过与他们的学科和物理学教授相关的物理学教授表达了价值。
We present an investigation into the interdisciplinary role of physics in a physics-for-non-physicists course at Pomona College. This work is guided by prior research into introductory physics for life-science (IPLS) courses, but attends to significant differences in the scope and context of this course. We interviewed enrolled students, physics professors, and professors from non-physics disciplines to explore the function of this course and the role of physics in the education of non-physics-science students. Interviews were audio recorded and transcribed, then analyzed to identify emergent themes. These themes outline the authentic physics, including content knowledge and other, broader learning objectives, that play an important and distinct role in the science education of enrolled students. Stakeholders generally align in their emphasis of interdisciplinary relevance with some divergence in the specific articulation of that idea. The differences can be understood through the stakeholders' distinct areas of expertise, with non-physics professors expressing value through relevance to their discipline and physics professors focusing on essential aspects of physics.
