LEADER 05917nam 22007095 450 001 9910349336103321 005 20200703184647.0 010 $a3-030-18842-6 024 7 $a10.1007/978-3-030-18842-9 035 $a(CKB)4100000009273636 035 $a(DE-He213)978-3-030-18842-9 035 $a(MiAaPQ)EBC5897162 035 $a(EXLCZ)994100000009273636 100 $a20190914d2019 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aInterdisciplinarity and Problem-Based Learning in Higher Education $eResearch and Perspectives from Aalborg University /$fedited by Annie Aarup Jensen, Diana Stentoft, Ole Ravn 205 $a1st ed. 2019. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2019. 215 $a1 online resource (VI, 168 p. 16 illus.) 225 1 $aInnovation and Change in Professional Education,$x1572-1957 ;$v18 311 $a3-030-18841-8 327 $a1. Introduction -- Section I ? Conceptualising Interdisciplinarity in Problem-Based Learning -- 2. Problem-based projects, learning and interdisciplinarity in higher education; Annie Aarup Jensen, Ole Ravn and Diana Stentoft -- 3. Trust me, I am the Doctor: Bridging disciplinary education and interdisciplinary professionalism; Patrick Kjærsdam Telléus -- 4. Beyond the two cultures: PBL and transgressive interdisciplinarity in the Techno-Anthropology programme; Maja Hojer Bruun -- 5. Three challenges facing new students in problem-based and interdisciplinary learning; Diana Stentoft -- 6. Supervising the interdisciplinary PBL project: Scaffolding the open-ended space of scientific possibilities; Ole Ravn -- Concluding section one ? an outsiders? perspective on conceptualising PBL and interdisciplinarity -- 7. Toward an interdisciplinary learning community of PBL supervisors and students; Lisa Lattuca -- Section II ? Practising Interdisciplinarity in Problem-Based Learning -- 8. Opening the PBL Game: Problem construction in interdisciplinary project work in multicultural groups; Kirsten Jæger and Annie Aarup Jensen -- 9. Developing successful group process in interdisciplinary projects; Chunfang Zhou and Lone Krogh -- 10. Students? positioning in transdisciplinary project-based learning; Alice Juel Jacobsen and Tom Børsen.-11. Student interdisciplinary practices in a PBL study environment; Anette Lykke Hindhede, Marie Martinussen and Karin Højbjerg -- Concluding section two ? an outsiders? perspective on practicing PBL and interdisciplinarity -- 12. The problem, the group meeting/tutorial, the PBL process and learning; Terry Barrett -- Notes on Contributors. . 330 $aThis book addresses the relation between Problem-Based Learning (PBL) and interdisciplinarity and challenges the often implicit assumption that PBL leads to interdisciplinarity by default. The book examines theoretical and philosophical aspects of PBL and interdisciplinary learning. The first part of the book conceptualises the notions of problem-based learning and interdisciplinary learning, and highlights some key overlaps and ways of conceiving of their interrelatedness. It discusses the role of problem-based medical education in relation to interdisciplinary professionalism in medical education. Taking the reader into the realm of techno-anthropology, the book discusses the role of problems and projects in transgressing disciplines, and presents an analysis of three challenges facing new students when entering interdisciplinary and problem-based higher education. The second part of the book focuses on practicing interdisciplinarity in problem-based higher education. It explores how the construction of problems in interdisciplinary PBL projects can be seen from the perspectives of multicultural groups, and examines group processes in interdisciplinary PBL projects. It concludes by taking a closer look at student practices in interdisciplinary PBL, and at how students are positioned and position themselves in the complex transdisciplinary PBL project. . 410 0$aInnovation and Change in Professional Education,$x1572-1957 ;$v18 606 $aHigher education 606 $aProfessional education 606 $aVocational education 606 $aStudy Skills 606 $aEducation?Philosophy 606 $aCritical Thinking 606 $aHigher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O36000 606 $aProfessional & Vocational Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O35000 606 $aStudy and Learning Skills$3https://scigraph.springernature.com/ontologies/product-market-codes/O53010 606 $aEducational Philosophy$3https://scigraph.springernature.com/ontologies/product-market-codes/O38000 606 $aCritical Thinking$3https://scigraph.springernature.com/ontologies/product-market-codes/O53030 615 0$aHigher education. 615 0$aProfessional education. 615 0$aVocational education. 615 0$aStudy Skills. 615 0$aEducation?Philosophy. 615 0$aCritical Thinking. 615 14$aHigher Education. 615 24$aProfessional & Vocational Education. 615 24$aStudy and Learning Skills. 615 24$aEducational Philosophy. 615 24$aCritical Thinking. 676 $a378 676 $a371.39 702 $aJensen$b Annie Aarup$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aStentoft$b Diana$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aRavn$b Ole$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910349336103321 996 $aInterdisciplinarity and Problem-Based Learning in Higher Education$92515410 997 $aUNINA