Abstract

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.
Original languageEnglish
PublisherSpringer
Edition1
Number of pages168
ISBN (Print)978-3-030-18841-2
ISBN (Electronic)978-3-030-18842-9
DOIs
Publication statusPublished - 2019
SeriesInnovation and Change in Professional Education
Volume18
ISSN1572-1957

Fingerprint

interdisciplinarity
learning
education
transdisciplinary
student
anthropology
Group

Keywords

  • Interdisciplinarity
  • Problem-Based Learning
  • Higher Education

Cite this

@book{1e823bb1fdc8491e8854d11fc594c2d3,
title = "Interdisciplinarity and Problem-Based Learning in Higher Education: Research and Perspectives from Aalborg University",
abstract = "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.",
keywords = "Interdisciplinarity, Problem-Based Learning, Higher Education",
editor = "Jensen, {Annie Aarup} and Diana Stentoft and Ole Ravn",
year = "2019",
doi = "10.1007/978-3-030-18842-9",
language = "English",
isbn = "978-3-030-18841-2",
series = "Innovation and Change in Professional Education",
publisher = "Springer",
address = "Germany",
edition = "1",

}

Interdisciplinarity and Problem-Based Learning in Higher Education : Research and Perspectives from Aalborg University. / Jensen, Annie Aarup (Editor); Stentoft, Diana (Editor); Ravn, Ole (Editor).

1 ed. Springer, 2019. 168 p. (Innovation and Change in Professional Education, Vol. 18).

Research output: Book/ReportAnthologyResearchpeer-review

TY - BOOK

T1 - Interdisciplinarity and Problem-Based Learning in Higher Education

T2 - Research and Perspectives from Aalborg University

A2 - Jensen, Annie Aarup

A2 - Stentoft, Diana

A2 - Ravn, Ole

PY - 2019

Y1 - 2019

N2 - 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.

AB - 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.

KW - Interdisciplinarity

KW - Problem-Based Learning

KW - Higher Education

U2 - 10.1007/978-3-030-18842-9

DO - 10.1007/978-3-030-18842-9

M3 - Anthology

SN - 978-3-030-18841-2

T3 - Innovation and Change in Professional Education

BT - Interdisciplinarity and Problem-Based Learning in Higher Education

PB - Springer

ER -