Integrating information from across multiple sources is an important science literacy skill that involves the following: identifying intra- and intertextual ties, modeling relationships between sources and claims and making an evaluation of the claims made. Tasks that involve reading, interpreting and synthesizing multiple sources have been well explored particularly in the epistemic cognition literature. Interdisciplinarity is a growing area of interest in science education, in terms of the ways we induct students into interdisciplinary ways of thinking and working, including the synthesis of knowledge from across scientific disciplines. While interdisciplinary contexts frequently involve connecting multiple sources from different disciplines, how students complete these text-integration tasks has not been well investigated. This paper develops a model of interdisciplinary text integration for science literacy, drawing on dimensions of epistemic cognition. We exemplify the application of this approach in a specific case of environmental science graduate students, drawing on student syntheses to illustrate how our approach can be used to differentiate between students’ written syntheses.

整合来自多个来源的信息是一项重要的科学素养技能，包括以下内容：识别内部和互文联系，对来源和声明之间的关系进行建模，并对所提出的声明进行评估。涉及阅读、解释和综合多个来源的任务已经得到很好的探索，特别是在认知认知文献中。就我们引导学生进入跨学科思维和工作方式的方式而言，跨学科性是科学教育中一个日益受到关注的领域，包括跨科学学科知识的综合。虽然跨学科上下文经常涉及连接来自不同学科的多个来源，但尚未很好地研究学生如何完成这些文本整合任务。本文利用认知认知的维度，开发了一个跨学科的科学素养文本整合模型。我们举例说明了这种方法在环境科学研究生的特定案例中的应用，利用学生综合来说明我们的方法如何用于区分学生的书面综合。