• Research in Mathematical Education
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• v.24 no.3
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

• Proceedings of the Korea Technology Innovation Society Conference
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• 2000.05a
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• pp.141-153
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• 2000

Interdisciplinary research is one of the well-known key words represent the 21st century As in the developed countries, interdisciplinary research is a pervasive phenomenon in Korea. This paper intends to clear up the interdependent structure among disciplines of university researches. First, 39.9% of individual and 59.8% of collaborative research projects of university researches are interdisciplinary. Second, the interdependency among disciplines of collaborative research is more severe than that of individual research. Third, The interdependency among disciplines indicates tile importance of the balanced development in all science and engineering fields.

• 한국정보디스플레이학회:학술대회논문집
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• 2008.10a
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• pp.1283-1285
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• 2008

We describe how the phenomenon of dielectric dispersion in nematic liquid crystals influences the director dynamics and thus the switching speed of nematic-based displays.

• Proceedings of the Korean Society of Life Science Conference
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• 2006.09a
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• pp.64.1-64.1
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• 2006

• Proceedings of the Korean Society of Life Science Conference
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• 2008.10a
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• pp.65.1-65.1
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• 2008

• Proceedings of the Korean Society of Life Science Conference
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• 2008.10a
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• pp.66.1-66.1
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• 2008

• Journal of Korea Technology Innovation Society
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• v.2 no.1
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• pp.28-43
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• 1999

Interdisciplinary research collaboration(IRC), reflected in 3,184 response of 1997 survey in Korea, is very common. IRC within same disciplines is 60%, and IRC with other disciplines is 40%. IRC with Humanities and Social Science is 11%. Policy expectations for interdisciplinary collaboration are very different depending on disciplines. The difference between disciplines and fields such as Natural Science, Life Science and Engineering is quite noticeable. Policies for interdisciplinary research collaboration are recommended to reflect the different tendencies between disciplines, at least between fields.

• Proceedings of the Korean Society of Crop Science Conference
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• 2021.10a
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• pp.181-181
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• 2021

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.49-63
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• 2017

Interdisciplinary convergence research is widely seen as a collaborative research between different disciplines, which is often driven by common agenda or problems in pursuit of a particular common objective. Thus, the purpose of interdisciplinary cooperation in convergence research is to bring each discipline's unique perspective together with the academic expertise of researchers in order to share common problems that cannot be solved effectively without research partnership. We present empirical evidence on how interdisciplinary research relationships are formed to facilitate research networking in convergence relations. In particular, we used network analysis to investigate how interdisciplinary linkages and convergence research networks has formed over time. We found that the convergence research networks were implemented by the interdisciplinary convergence research support program as intended. We did find that research field with high indegree and outdegree in a network played critical roles on the dynamics and degree of interdisciplinarity. Finally, we could find evidence that the role of liaison brokers triggered relational dynamics in interdisciplinary research collaboration.

• The Journal of the Korea Contents Association
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• v.8 no.11
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• pp.426-437
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• 2008

As culture content industry is regarded as a high value-added creation industry, many universities have run various kinds of programs such as interdisciplinary programs to develop human resources recently. J University has also offered a culture content interdisciplinary program since 2006. 6 departments are engaged in the interdisciplinary program. However, the research related to the assessment of courses and management about interdisciplinary programs rarely exists. In this paper, we firstly analyze the satisfaction levels of the classes and the management of the culture content interdisciplinary program runs in our University. In addition, in order to propose a desirable method to run the interdisciplinary program, we analyze the comprehension levels of students and the effectiveness of the education. Finally, we propose a future direction for a successful program based on our analysis results.