Overview
- Is based on 45 years of research and practice at Aalborg University, Denmark
- Addresses relations between PBL and interdisciplinarity not previously explored in detail
- Reflects on the broader implications of PBL in global settings of higher education
- Covers a range of education contexts
Part of the book series: Innovation and Change in Professional Education (ICPE, volume 18)
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Table of contents (12 chapters)
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Front Matter
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Conceptualising Interdisciplinarity in Problem-Based Learning
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Front Matter
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Practising Interdisciplinarity in Problem-Based Learning
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Front Matter
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Back Matter
Keywords
- the tutorial and the PBL process
- PBL project work in multicultural groups
- group meeting in PBL
- PBL in techno-anthropology
- students' trajectories of participation
- interdisciplinary entrepreneurship teaching
- interdisciplinary learning goals in PBL
- a PBL oriented academic culture
- PBL and interdisciplinarity in management education
- PBL and interdisciplinarity in health care profession
- PBL and transgressive interdisciplinarity
- transdisciplinary project-based learning
About this book
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.
Editors and Affiliations
Bibliographic Information
Book Title: Interdisciplinarity and Problem-Based Learning in Higher Education
Book Subtitle: Research and Perspectives from Aalborg University
Editors: Annie Aarup Jensen, Diana Stentoft, Ole Ravn
Series Title: Innovation and Change in Professional Education
DOI: https://doi.org/10.1007/978-3-030-18842-9
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-18841-2Published: 27 September 2019
Softcover ISBN: 978-3-030-18844-3Published: 28 September 2020
eBook ISBN: 978-3-030-18842-9Published: 14 September 2019
Series ISSN: 1572-1957
Series E-ISSN: 2542-9957
Edition Number: 1
Number of Pages: VI, 168
Number of Illustrations: 16 b/w illustrations
Topics: Higher Education, Professional & Vocational Education, Study and Learning Skills, Educational Philosophy, Critical Thinking