Abstract This article examined the role of environmental interaction in interdisciplinary thinking and the use of different knowledge resource types. The case study was conducted with two classes (N = 40) of 8th-grade students, ages 13 to 14. The outdoor trail aimed to help students synthesize history, geography, and science knowledge. Two groups’ discourse from each class was audio-recorded and transcribed for content analysis. We coded the discourse to examine: (i) the use of different knowledge resource types (i.e., contextual resource, new conceptual resource, prior knowledge resource); (ii) the relationship among these knowledge resource types; and (iii) evidences of interdisciplinary thinking. Findings showed that contextual resources enhanced students’ capacity to develop new conceptual resources and to activate prior knowledge resources. Further, about 80% of students’ discourse demonstrated interdisciplinary connections of two subjects.

中文翻译：

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环境相互作用在跨学科思维中的作用：从知识资源的角度

摘要 本文考察了环境互动在跨学科思维和不同知识资源类型的使用中的作用。案例研究由两个班级 (N = 40) 的 8 年级学生进行，年龄分别为 13 至 14 岁。户外步道旨在帮助学生综合历史、地理和科学知识。每个班级的两个小组的话语被录音并转录用于内容分析。我们对话语进行编码以检查：(i) 不同知识资源类型（即上下文资源、新概念资源、先验知识资源）的使用；(ii) 这些知识资源类型之间的关系；(iii) 跨学科思维的证据。结果表明，情境资源增强了学生开发新概念资源和激活先前知识资源的能力。