Opening the PBL Game: Problem Construction in Interdisciplinary Project Work in Multicultural Groups

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Abstract

This chapter investigates problem-based learning in multicultural interdisciplinary groups. It focuses on the ‘opening’ of PBL project work: the construction of an interdisciplinarily defined problem that is expected to guide the research process for the project group. The chapter discusses the parts of interdisciplinary, group-organized project work that may be specifically challenging for students raised in non-Western educational cultures: criticality, student direction of project work, and the openness characterizing the construction of a research problem. In the chapter it is suggested that PBL can be seen as an epistemic game (Collins and Ferguson 1993). In multicultural project groups, this epistemic game both demands and fosters epistemic fluency (Goodyear & Zenios 2007).
Original languageDanish
Title of host publicationInterdisciplinarity and Problem-Based Learning in Higher Education: Research and Perspectives from Aalborg University.
EditorsAnnie Aarup Jensen, Diana Stentoft, Ole Ravn
Number of pages11
Place of PublicationCham, Schweiz
PublisherSpringer
Publication date2019
Pages89-101
Chapter8
ISBN (Print)978-3-030-18841-2
ISBN (Electronic)978-3-030-18842-9
DOIs
Publication statusPublished - 2019
SeriesInnovation and Change in Professional Education
ISSN1572-1957
  • Problem-based Projects, Learning and Interdisciplinarity in Higher Education

    Jensen, A. A., Ravn, O. & Stentoft, D., 2019, Interdisciplinarity and problem-based learning in Higher Education: Research and perspectives from Aalborg University. Jensen, A. A., Stentoft, D. & Ravn, O. (eds.). Springer, p. 9-19 11 p. (Innovation and Change in Professional Education, Vol. 18).

    Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

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