Interdisciplinarity and Problem-Based Learning in Higher Education Research and Perspectives from Aalborg University /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Jensen, Annie Aarup (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Stentoft, Diana (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt), Ravn, Ole (Επιμελητής έκδοσης, http://id.loc.gov/vocabulary/relators/edt)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2019.
• Έκδοση: 1st ed. 2019.
• Σειρά: Innovation and Change in Professional Education, 18
• Θέματα: Higher education.; Professional education.; Vocational education.; Study Skills.; Education-Philosophy.; Critical Thinking.; Higher Education.; Professional & Vocational Education.; Study and Learning Skills.; Educational Philosophy.
• Φυσική περιγραφή: VI, 168 p. 16 illus. online resource.
• ISBN: 9783030188429
• ISSN: 1572-1957 ;
• DOI: 10.1007/978-3-030-18842-9

This book addresses the relation between Problem-Based Learning (PBL) and interdisciplinarity and challenges the often implicit assumption that PBL leads to interdisciplinarity by default. The book examines theoretical and philosophical aspects of PBL and interdisciplinary learning. The first part of the book conceptualises the notions of problem-based learning and interdisciplinary learning, and highlights some key overlaps and ways of conceiving of their interrelatedness. It discusses the role of problem-based medical education in relation to interdisciplinary professionalism in medical education. Taking the reader into the realm of techno-anthropology, the book discusses the role of problems and projects in transgressing disciplines, and presents an analysis of three challenges facing new students when entering interdisciplinary and problem-based higher education. The second part of the book focuses on practicing interdisciplinarity in problem-based higher education. It explores how the construction of problems in interdisciplinary PBL projects can be seen from the perspectives of multicultural groups, and examines group processes in interdisciplinary PBL projects. It concludes by taking a closer look at student practices in interdisciplinary PBL, and at how students are positioned and position themselves in the complex transdisciplinary PBL project. .