Scaffolding Interdisciplinary Project-Based Learning: A Case Study

Autor/inn/en	MacLeod, Miles; van der Veen, Jan T.
Titel	Scaffolding Interdisciplinary Project-Based Learning: A Case Study
Quelle	In: European Journal of Engineering Education, 45 (2020) 3, S.363-377 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2019.1646210
Schlagwörter	Scaffolding (Teaching Technique); Student Projects; Engineering Education; Interdisciplinary Approach; Active Learning; Teaching Methods; Hospitals; Mathematics Education; Civil Engineering; Industrial Education; Building Design; Team Teaching; Case Studies; Instructional Effectiveness; Student Attitudes; Undergraduate Students; Problem Based Learning; Course Evaluation + Suchen Sie Ihr Suchwort? Schulprojekt; Ingenieurausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Krankengymnast; Krankenhaus; Mathematische Bildung; Baugestaltung; Teamteaching; Case study; Fallstudie; Case Study; Unterrichtserfolg; Schülerverhalten; Problem-based learning; Problemorientiertes Lernen
Abstract	Can you ask students from three different bachelor programmes to help solve planning and routeing problems for hospitals? In the presented case an interdisciplinary approach was shown to be successful after some redesign. Students from Applied Mathematics, Civil Engineering and Industrial & Engineering Management jointly designed solutions for 'traffic' to and through the hospital using stochastic modelling. Importantly this project was scaffolded through coursework, supervision and problem-design. The particular scaffolding strategy employed by the teaching team offers other teacher teams ideas for making interdisciplinary project-based learning a more effective learning opportunity. At the same time we need to ensure that students feel at home in their own programme and will be empowered to work with other specialists. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01