A Focus on Pedagogy

Abstract

Interdisciplinary learning and research has expanded a significant amount of discussion and coverage. It has been categorized by the amalgamation of multi-disciplinary information across various focus and themes. With the assistance of the recurrent exposure to interdisciplinary beliefs, the educationists and the students, develop unconventional epistemological principles and opinions. Moreover, they have also assisted in developing an enhancing ability of metacognitive skills and critical thinking adaptation. It enables a comprehensive understanding in relation to the innumerable other relatable disciplines. The shaping of the Biggs and Collis’ (1982) Structure of the Observed Learning Outcomes has assisted in understanding the phases of the interdisciplinary education and knowledge assimilation and variably gives an explanation regarding the corresponding patterns of an apprentice’s intellectual operation, from acquiring the information of a single subject to transferring it to interdisciplinary knowledge to other problems, topics and issues. This paper takes influence from an existing programme evaluation framework. It is a combination of the social learning process, social capital outcome and the knowledge of human capital outcome. A number of aspects of the individual learning can contribute to the researcher’s compatibility to interact with other researchers and work in a collaboration. Also, the interdisciplinary research practices can be shared with other programmes that support common interaction. It brings forth elucidation and harnesses the research boundaries (GemmaCarr, 2018).