Science educators are placing increasing emphasis on the development of students' interdisciplinary competence. This study examined the degree to which disciplinary, cognitive and affective factors could explain students' (N = 385) individual differences in interdisciplinary competence. Multiple linear regression indicated that students' disciplinary knowledge (DK), attitudes toward interdisciplinary approach and interdisciplinary learning opportunities were significant when added to the prediction model. Notably, the results of a semistructured interview and think-aloud session suggested that students' engineering design knowledge was not robust in their responses. Students' feelings toward interdisciplinary learning affected how they mobilized DK to create comprehensive insight into all aspects relevant to the possible solution. Additionally, students' feelings about the interdisciplinary approach influenced their exposure to interdisciplinary issues outside school and engagement in interdisciplinary learning tasks at school, which affected their integration of scientific ideas across disciplines. The results of this study can inform both the movement toward incorporating an interdisciplinary approach into pedagogy and educators and instructors about the factors and possible mechanisms that may shape students' interdisciplinary competence.

中文翻译：

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影响中学生科学教育跨学科能力的因素

科学教育者越来越重视学生跨学科能力的发展。本研究考察了学科、认知和情感因素在多大程度上可以解释学生的（N = 385) 跨学科能力的个体差异。多元线性回归表明，将学生的学科知识 (DK)、对跨学科方法的态度和跨学科学习机会添加到预测模型中时，意义重大。值得注意的是，半结构化面试和大声思考的结果表明，学生的工程设计知识在他们的回答中并不可靠。学生对跨学科学习的感受影响了他们如何动员 DK 对与可能的解决方案相关的所有方面进行全面了解。此外，学生对跨学科方法的感受影响了他们在校外接触跨学科问题和参与学校跨学科学习任务，这影响了他们跨学科的科学思想的整合。这项研究的结果可以为将跨学科方法纳入教育学的运动以及教育工作者和教师有关可能影响学生跨学科能力的因素和可能机制提供信息。