Übersicht			Auf mobile öffnen

Lieferstatus:	i.d.R. innert 14-24 Tagen versandfertig
Veröffentlichung:	September 2019
Genre:	Psychologie / Pädagogik
	B / Critical Thinking / Education / Education—Philosophy / Educational Philosophy / higher education / Industrial or vocational training / Philosophy & theory of education / Professional & Vocational Education / Professional and Vocational Education / Professional education / Study & learning skills# general / Study and Learning Skills / Study skills / Vocational Education
ISBN:	9783030188412
EAN-Code:	9783030188412
Verlag:	Springer International Publishing
Einband:	Gebunden
Sprache:	English
Serie:	#18 - Innovation and Change in Professional Education
Dimensionen:	H 241 mm / B 160 mm / D 16 mm
Gewicht:	436 gr
Seiten:	176
Zus. Info:	HC runder Rücken kaschiert
Bewertung:	Titel bewerten / Meinung schreiben

Inhalt:

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 exploreshow 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.