通过个人能力促进知识整合:视角、反身性、类比推理和对模糊性和不确定性的容忍的影响

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Instructional Science Pub Date : 2023-11-29 DOI:10.1007/s11251-023-09653-5
Olga Vogel, Marcel Hunecke
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引用次数: 0

摘要

本研究旨在探讨个人胜任力对跨学科工作中知识整合的影响。视角、反身性、类比推理和对模糊性和不确定性的容忍被认为是促进知识整合的核心能力。其他假设认为,积极效应在科学和经济背景下是有效的,个人能力预测了不同专业水平的知识整合。为了验证这些假设,在一项在线调查中,421名参与者,包括学生(N = 165)、科学工作者(N = 152)和经济学工作者(N = 104),回答了关于知识整合和知识整合能力的问卷。进一步的问题收集了人口统计数据,并询问了跨学科和跨学科工作的经验和专业知识。主要结果是所有假定胜任力与知识整合呈正相关。类比推理和角度思考与知识整合的关系最强。进一步的研究结果表明,在学生和专家样本中,所有胜任力都与知识整合呈正相关,但科学和经济样本之间的相互关系不同。对知识整合能力的研究有助于在学术界和商业实践中培养跨学科和跨学科的人才。
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Fostering knowledge integration through individual competencies: the impacts of perspective taking, reflexivity, analogical reasoning and tolerance of ambiguity and uncertainty

The present study examines the influence of individual competencies on knowledge integration in inter- and transdisciplinary work. Perspective taking, reflexivity, analogical reasoning, and tolerance of ambiguity and uncertainty were investigated as core competencies for fostering knowledge integration. Additional hypotheses assumed that the positive effects are valid in the scientific and economic contexts and that individual competencies predict knowledge integration at different levels of expertise. To test the hypotheses, 421 participants, comprised of students (N = 165) and individuals working in science (N = 152) and economics (N = 104), answered questionnaires on knowledge integration and competencies of knowledge integration in an online survey. Further questions collected demographic data and inquired about experience and expertise in inter- and transdisciplinary work. The main result was that all postulated competencies positively related to knowledge integration. Analogical reasoning and perspective taking showed the strongest relationships with knowledge integration. Further results show that all competencies are positively related to knowledge integration in the student and expert sample, yet the interrelationships differ between the scientific and economic sample. This investigation into the competencies of knowledge integration contributes to the education of inter- and transdisciplinarians in academia and business practice.

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来源期刊
CiteScore
4.80
自引率
4.00%
发文量
35
期刊介绍: Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings.  The Editors will occasionally invite experts to write a review article on an important topic in the field.  When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards.  To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively.  Please note that articles that are submitted for a special issue will follow the same review process as regular articles.
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