Abstract
In this paper we study the challenges for the involved teachers who plan and implement interdisciplinary educations. They are confronted with challenges regarding their understanding of using known disciplines in a new interdisciplinary way and see the possibilities of integrating disciplines when creating new knowledge. We will address the challenges by defining the term interdisciplinary in connection with education, and using the Problem Based Learning educational approach and experience from the engineering and science educational areas to find the obstacles. Two cases based on interdisciplinary curriculum are used to find the problems. The conclusion is that teachers have to develop understanding of how to integrate their expertise in a new interdisciplinary curriculum. Furthermore they have to be aware of their knowledge profile. Teachers also need to use resources to find a common goal and understand how different expertise can contribute to an interdisciplinary education.
Originalsprog | Engelsk |
---|---|
Titel | ICEER 2014 McMaster Digest |
Redaktører | Mohamed Bakr, Ahmed Elsharabasy |
Antal sider | 4 |
Forlag | iNEER |
Publikationsdato | 2014 |
ISBN (Trykt) | 978-0-9939779-0-9 |
Status | Udgivet - 2014 |
Begivenhed | iCEER 2014: International Conference on Engineering Education and Research 2014 - McMaster University, Hamilton, Canada Varighed: 24 aug. 2014 → 26 aug. 2014 |
Konference
Konference | iCEER 2014 |
---|---|
Lokation | McMaster University |
Land/Område | Canada |
By | Hamilton |
Periode | 24/08/2014 → 26/08/2014 |