量化高等 STEM 教育中的跨学科协同效应
Quantifying interdisciplinary synergy in higher STEM education
AI总结：
提出基于大语言模型、知识图谱和信息论指标的框架，量化韩国大学理工课程的跨学科协同，并据此设计以工程为核心、基础科学为外围的双领域整合课程。
摘要：
我们提出一个框架，用于量化并利用大学层面高等教育中科学与工程课程的跨学科性。我们利用前沿大语言模型对韩国大规模官方教育数据进行标准化，并构建科学教育各学科的知识图谱，以此分析跨学科关系。我们结合教学理论并采用基于信息论的指标，设计并评估了单一领域和整合式双领域课程。我们为各学科开发了标准课程，并开发了结合两个领域的整合课程，其跨学科性通过课程协同分数进行量化。结果表明，在相近领域内部或跨相近领域的组合具有更高的跨学科性，尤其是在工程领域。基于分析，工程领域构成了我们课程跨学科性设计的核心结构，而基础自然科学领域位于外围分支，以提供基础概念。
英文摘要：
We propose a framework to quantify and utilize interdisciplinarity in science and engineering curricula at the university-level higher education. We analyze interdisciplinary relations by standardizing large-scale official educational data in Korea using a cutting-edge large language model and constructing knowledge maps for disciplines of scientific education. We design and evaluate single-field and integrated dual-field curricula by adapting pedagogical theory and utilizing information theory-based metrics. We develop standard curricula for individual disciplines and integrated curricula combining two fields, with their interdisciplinarity quantified by the curriculum synergy score. The results indicate higher interdisciplinarity for combinations within or across closely related fields, especially in engineering fields. Based on the analysis, engineering fields constitute the core structure of our design for curriculum interdisciplinarity, while basic natural science fields are located at peripheral stems to provide fundamental concepts.
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