Journal Article Detail Page
written by
Edward F. Redish and Todd J. Cooke
A common feature of the recent calls for reform of the undergraduate biology curriculum has been for better coordination between biology and the courses from the allied disciplines of mathematics, chemistry, and physics. Physics has lagged behind math and chemistry in creating new, biologically oriented curricula, although much activity is now taking place, and significant progress is being made. In this essay, we consider a case study: a multiyear conversation between a physicist interested in adapting his physics course for biologists (E.F.R.) and a biologist interested in including more physics in his biology course (T.J.C.). These extended discussions have led us both to a deeper understanding of each other's discipline and to significant changes in the way we each think about and present our classes. We discuss two examples in detail: the creation of a physics problem on fluid flow for a biology class and the creation of a biologically authentic physics problem on scaling and dimensional analysis. In each case, we see differences in how the two disciplines frame and see value in the tasks. We conclude with some generalizations about how biology and physics look at the world differently that help us navigate the minefield of counterproductive stereotypical responses.
CBE-Life Sciences Education: Volume 12, Issue 2, Pages 175-186
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=16480">Redish, Edward F., and Todd J. Cooke. "Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity." CBE Life. Sci. Educ. 12, no. 2, (June 4, 2013): 175-186.</a>
AIP Format
E. Redish and T. Cooke, , CBE Life. Sci. Educ. 12 (2), 175 (2013), WWW Document, (https://doi.org/10.1187/cbe.12-09-0147).
AJP/PRST-PER
E. Redish and T. Cooke, Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity, CBE Life. Sci. Educ. 12 (2), 175 (2013), <https://doi.org/10.1187/cbe.12-09-0147>.
APA Format
Redish, E., & Cooke, T. (2013, June 4). Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity. CBE Life. Sci. Educ., 12(2), 175-186. Retrieved November 10, 2024, from https://doi.org/10.1187/cbe.12-09-0147
Chicago Format
Redish, Edward F., and Todd J. Cooke. "Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity." CBE Life. Sci. Educ. 12, no. 2, (June 4, 2013): 175-186, https://doi.org/10.1187/cbe.12-09-0147 (accessed 10 November 2024).
MLA Format
Redish, Edward F., and Todd J. Cooke. "Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity." CBE Life. Sci. Educ. 12.2 (2013): 175-186. 10 Nov. 2024 <https://doi.org/10.1187/cbe.12-09-0147>.
BibTeX Export Format
@article{
Author = "Edward F. Redish and Todd J. Cooke",
Title = {Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity},
Journal = {CBE Life. Sci. Educ.},
Volume = {12},
Number = {2},
Pages = {175-186},
Month = {June},
Year = {2013}
}
Refer Export Format
%A Edward F. Redish %A Todd J. Cooke %T Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity %J CBE Life. Sci. Educ. %V 12 %N 2 %D June 4, 2013 %P 175-186 %U https://doi.org/10.1187/cbe.12-09-0147 %O text/html
EndNote Export Format
%0 Journal Article %A Redish, Edward F. %A Cooke, Todd J. %D June 4, 2013 %T Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity %J CBE Life. Sci. Educ. %V 12 %N 2 %P 175-186 %8 June 4, 2013 %U https://doi.org/10.1187/cbe.12-09-0147 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.
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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. |
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