Developing Interdisciplinary Understanding and Dialogue between Engineering and Architectural Students: Design and Evaluation of a Problem-Based Learning Module

Autor/inn/en	Keenahan, Jennifer; McCrum, Daniel
Titel	Developing Interdisciplinary Understanding and Dialogue between Engineering and Architectural Students: Design and Evaluation of a Problem-Based Learning Module
Quelle	In: European Journal of Engineering Education, 46 (2021) 4, S.575-603 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keenahan, Jennifer) ORCID (McCrum, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2020.1826909
Schlagwörter	Engineering Education; Architectural Education; Intervention; Teaching Methods; Feedback (Response); Teamwork; Problem Based Learning; Undergraduate Students; Interdisciplinary Approach; Instructional Design; Communication (Thought Transfer); Constructivism (Learning); Action Research; Profiles; Stereotypes; Professional Personnel; Student Projects; Active Learning; Outcomes of Education; Role Playing; Visual Aids; Construction Materials; Foreign Countries; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lesson concept; Lessonplan; Unterrichtsentwurf; Communication; thought; Kommunikation; Gedanke; Projektforschung; Charakterisierung; Profilanalyse; Klischee; Personalbestand; Schulprojekt; Aktives Lernen; Lernleistung; Schulerfolg; Rollenspiel; Anschauungsmaterial; Baumaterial; Konstruktionsmittel; Ausland
Abstract	Engineers and Architects require effective communication and interdisciplinary team working to be successful throughout their career which, is often overlooked during formal undergraduate education. The purpose of this paper is to disseminate the novel design and evaluation of a module on communication and interdisciplinary team working in the combined teaching of undergraduate Engineering and Architecture students. An Interdisciplinary Problem-Based Learning (IPBL) approach is used and the theoretical construct for this work is the application of dialogical theory to the shared habitus between engineers and architects. The constructivist theory of learning was employed in the design and delivery of this module. It is an action research pedagogical intervention to support the improvement in the teaching and learning of communications and teamwork between architects and engineers. Feedback shows students identified improvement in their communication and teamwork skills at the end of the module. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01