Catalysing interdisciplinary and integrative thinking through the scholarship of teaching and learning

Abstract

Science by its very nature is interdisciplinary and scientific research relies on the collaborative skills and expertise of researchers across the disciplines. Yet, science as taught in the university classroom is usually compartmentalised into separate subjects. Most undergraduate students are not exposed to the excitement and challenge of connecting the concepts, skills and processes learnt within these distinct disciplines until they enter the laboratory as an honours student. Indeed, opportunities for problem-solving, novel application of concepts, articulation of the broader impacts and societal benefits of scientific research and understanding are not usually explicitly designed and scaffolded as an integral part of the university syllabus, but these lifelong skills are essential for scientific thinking. Furthermore, one of the most crucial elements that nurtures scientists’ engagement and creativity is seldom considered an essential component of the curriculum – the interaction with local, national and international peer communities to share, to receive feedback and to foster new ideas and collaborations. Considered from a holistic perspective, many academics tend to focus on content, while the process of scientific inquiry is peripheral to the formal syllabus. The scholarship of teaching and learning brings the focus back to inquiry thinking and learning, by prompting academics to critically engage with the pedagogical process.