Abstract:

This paper explores the innovative pedagogical approach of an interdisciplinary co-taught course titled "Dialogue between Science and Literature," aimed at fostering interdisciplinary understanding and stimulating innovation within a rapidly evolving societal landscape. Facilitated by scholars with backgrounds in both STEM and humanities, this course serves as a dynamic platform for promoting interdisciplinary dialogue and collaboration, reflecting the urgent need for holistic approaches to education. At the heart of the course design lies a central research question: How can the instructional content and methods of interdisciplinary co-taught courses in literature and science be effectively integrated to facilitate meaningful and structured learning exploration, while also fostering the capabilities of interdisciplinary innovation through the integration of knowledge from diverse disciplines?

Drawing upon seven semesters of course implementation, our research meticulously unpacks a robust pedagogical framework anchored in three fundamental dimensions: "science," "literature," and "hands-on experiences." Our content design navigates through key epochs in civilization history, offering students a panoramic exploration of the intricate interplay between scientific advancement and literary expression. Through this chronological lens, students gain a nuanced understanding of how scientific discoveries and cultural narratives have influenced and shaped one another across time. Innovative teaching strategies form the foundation of our course delivery, seamlessly blending traditional lectures, alternated by the two instructors, with dynamic group discussions and immersive practical engagements. By integrating diverse pedagogical tools such as experiments, field trips, board games, and interactive simulations, we aim to cultivate an environment where students can actively engage with course materials and deepen their comprehension through experiential learning. Case studies drawn from the course development and implementation provide compelling insights into the tangible impacts of our interdisciplinary approach. Analyses of themes such as the modern reinterpretation of biblical narratives, the convergence of astronomical phenomena with literary symbolism, and the societal repercussions of scientific revolutions offer illuminating glimpses into the richness of cross-disciplinary discourse within our classroom.

A significant achievement of this course is its capacity to guide students in grasping the continuum of past and present, transcending geographical boundaries from East to West, and skillfully integrating a global perspective with local experiences. Moreover, the two scholars personally demonstrate and guide students on how to engage in interdisciplinary collaboration. Beyond the confines of academia, our research underscores the profound importance of interdisciplinary education in equipping students with the critical skills and collaborative perspectives necessary to navigate an increasingly complex and interconnected world. By illuminating the synergies between science and literature, our course instills in students a deep appreciation for the interconnectedness of human knowledge and inspires future generations of cross-disciplinary thinkers poised to tackle the multifaceted challenges of tomorrow.

Keywords:

Interdisciplinary Education, STEM-Humanities Integration, Innovative Pedagogy, Experiential Learning, Cross-disciplinary Collaboration.