The Source–Knowledge–Use-Based Interdisciplinary Teaching Framework for Enhancing Sustainability: A Humanities–Science–Technology Model for Fuzzy Mathematics as a Case

Interdisciplinary teaching is a pivotal strategy for deepening disciplinary theory and broadening students’ cognitive boundaries, crucial for the sustainability of education. By considering scientific knowledge’s humanistic background and technological evolution, this study proposes a novel interdis...

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Veröffentlicht in:Sustainability Jg. 17; H. 5; S. 2322
Hauptverfasser: Yang, Yafeng, Zhang, Ru, Li, Lihong, Wang, Hongrui
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Basel MDPI AG 01.03.2025
Schlagworte:
Case studies
Cognition & reasoning
Education, Humanistic
Fuzzy algorithms
Fuzzy logic
Fuzzy systems
Humanities
Innovations
Interdisciplinary approach in education
Interdisciplinary subjects
Knowledge
Learning
Mathematics
Middle schools
Philosophy
Problem solving
Science education
Sciences education
Students
Study and teaching
Sustainable development
Teaching
Technological literacy
China
ISSN:2071-1050, 2071-1050
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Zusammenfassung:Interdisciplinary teaching is a pivotal strategy for deepening disciplinary theory and broadening students’ cognitive boundaries, crucial for the sustainability of education. By considering scientific knowledge’s humanistic background and technological evolution, this study proposes a novel interdisciplinary teaching framework based on the Source–Knowledge–Use (SKU) paradigm. Then, taking fuzzy mathematics as a case, the Humanities–Science–Technology Model (HSTM), based on a tripartite progression from humanistic foundations to scientific principles and then to technological applications, was established. This study systematically expounds the HSTM’s framework, contents, and implementation design, while critically examining potential challenges and corresponding mitigation strategies. The proposed SKU-based interdisciplinary teaching framework not only provides methodological guidance for interdisciplinary instruction in fuzzy mathematics but also offers transferable insights for cognate disciplines seeking to implement sustainable educational practices.
Bibliographie:ObjectType-Article-1
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ISSN:2071-1050
2071-1050
DOI:10.3390/su17052322