Case study explores geography's influence on interdisciplinary education research, indicating its critical collaborative role.
Geography is widely recognized as a synthesizing discipline that bridges multiple disciplinary areas. This paper examines how and why geography contributes to interdisciplinary collaborations in education research, particularly amidst current trends toward constructivism and inquiry-based learning. Using two case studies from the Singapore context, it illustrates how geographical thinking through concepts and geography’s methodologies strengthened research contributions and partnerships with science and literacy education researchers. The paper also highlights enabling conditions for successful interdisciplinary endeavors like shared epistemic and conceptual frameworks.
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Tricia Seow (2026) studied this question.
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