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dc.contributorRepko, Allen
dc.contributor.editorFrancine Navakas
dc.contributor.editorJoan Fiscella
dc.date.accessioned2017-03-17T20:00:39Z
dc.date.available2017-03-17T20:00:39Z
dc.date.issued2007
dc.identifier.citationRepko, Allen F. "How the Theories of Common Ground and Cognitive Interdisciplinarity Are Informing the Debate on Interdisciplinary Integration." Issues in Integrative Studies 25 (2007): 1-31.
dc.identifier.issn1081-4760
dc.identifier.urihttp://hdl.handle.net/10323/4501
dc.description.abstractWith the role of integration within theories of interdisciplinarity still contested, definitional and methodological questions persist within and outside of the field. Recent developments in cognitive psychology, with a particular emphasis on theories of common ground and cognitive interdisciplinarity, offer a productive vantage point for re-examining the debate. The synergies between these theories, the literature of interdisciplinarity, and the observed outcomes of student learning offer a sharper view of the place of integration in interdisciplinary process and of tools for more purposefully examining its impact.
dc.publisherAssociation for Interdisciplinary Studies
dc.relation.ispartofIssues in Interdisciplinary Studies
dc.titleIntegrating Interdisciplinarity: How the Theories of Common Ground and Cognitive Interdisciplinarity Are Informing the Debate on Interdisciplinary Integration


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