home - login - register

Journal Article Detail Page

Physical Review Physics Education Research
written by Todd Haskell, Emily Borda, and Andrew Boudreaux
The structure of many science programs at the college level assumes that students are able to draw on and integrate ideas from multiple disciplinary contexts. However, most assessment tools focus on learning in the context of a single discipline. We describe the development and validation of an instrument to measure how well students are able to combine energy ideas from different disciplines into a coherent understanding of a phenomenon. The final version of the instrument consists of a pair of multiple-choice online assessments, along with a metric calculated from the assessment scores: the cross disciplinary learning index (CDLI). The items on both assessments were found to have satisfactory psychometric properties for our sample. Furthermore, CDLI scores correlated with other relevant factors such as amount of science coursework. The CDLI is an easy-to-use metric that could be a useful component of program-level assessment for science, technology, engineering, and mathematics majors. Furthermore, the broader measurement approach, involving a pair of assessments set in different disciplinary contexts, provides a model for assessing cross-disciplinary learning that could be utilized for other cross-cutting scientific concepts.

Editor's Note: Authors intend "cross-disciplinary" to indicate a concept that is shared by multiple related disciplines and students draw on previous learning experiences from other disciplines to apply concepts.
Physical Review Physics Education Research: Volume 18, Issue 1, Pages 010108
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
= Multidisciplinary
- Teacher Preparation
= Research
Education - Basic Research
- Assessment
= Instruments
- Learning Theory
= Transfer
- Problem Solving
= Frameworks
= Processes
- Research Design & Methodology
= Data
= Validity
- Sample Population
= Instructor: Pre-service
- Student Characteristics
= Skills
General Physics
- Physics Education Research
- Scientific Reasoning
Other Sciences
- Chemistry
- Upper Undergraduate
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Administrators
- Professional/Practitioners
- Researchers
- Educators
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
text/html
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.18.010108
NSF Numbers:
DUE-1612055
DUE-1612251
Keywords:
CDLI validation, EAppChem assessment, EResPhys assessment, Energy Applications in Chemistry assessment, Energy Resources in Physics assessment, Energy centric physics education, crossdisciplinary assessment, energy centric STEM education
Record Creator:
Metadata instance created January 28, 2022 by Lyle Barbato
Record Updated:
November 2, 2023 by Caroline Hall
Last Update
when Cataloged:
January 24, 2022
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
T. Haskell, E. Borda, and A. Boudreaux, , Phys. Rev. Phys. Educ. Res. 18 (1), 010108 (2022), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.18.010108).
AJP/PRST-PER
T. Haskell, E. Borda, and A. Boudreaux, Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy, Phys. Rev. Phys. Educ. Res. 18 (1), 010108 (2022), <https://doi.org/10.1103/PhysRevPhysEducRes.18.010108>.
APA Format
Haskell, T., Borda, E., & Boudreaux, A. (2022, January 24). Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy. Phys. Rev. Phys. Educ. Res., 18(1), 010108. Retrieved July 19, 2024, from https://doi.org/10.1103/PhysRevPhysEducRes.18.010108
Chicago Format
Haskell, T, E. Borda, and A. Boudreaux. "Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy." Phys. Rev. Phys. Educ. Res. 18, no. 1, (January 24, 2022): 010108, https://doi.org/10.1103/PhysRevPhysEducRes.18.010108 (accessed 19 July 2024).
MLA Format
Haskell, Todd, Emily Borda, and Andrew Boudreaux. "Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy." Phys. Rev. Phys. Educ. Res. 18.1 (2022): 010108. 19 July 2024 <https://doi.org/10.1103/PhysRevPhysEducRes.18.010108>.
BibTeX Export Format
@article{ Author = "Todd Haskell and Emily Borda and Andrew Boudreaux", Title = {Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {18}, Number = {1}, Pages = {010108}, Month = {January}, Year = {2022} }
Refer Export Format

%A Todd Haskell %A Emily Borda %A Andrew Boudreaux %T Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %D January 24, 2022 %P 010108 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010108 %O application/pdf

EndNote Export Format

%0 Journal Article %A Haskell, Todd %A Borda, Emily %A Boudreaux, Andrew %D January 24, 2022 %T Cross-disciplinary learning index: A quantitative measure of cross-disciplinary learning about energy %J Phys. Rev. Phys. Educ. Res. %V 18 %N 1 %P 010108 %8 January 24, 2022 %U https://doi.org/10.1103/PhysRevPhysEducRes.18.010108


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials