From Crossing Chromosomes to Crossing Curricula -- A Biomimetic Analogy for Cross-Disciplinary Engineering Curriculum Planning

Autor/inn/en	Kähkönen, Elina; Hölttä-Otto, Katja
Titel	From Crossing Chromosomes to Crossing Curricula -- A Biomimetic Analogy for Cross-Disciplinary Engineering Curriculum Planning
Quelle	In: European Journal of Engineering Education, 47 (2022) 3, S.516-534 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2021.1953446
Schlagwörter	Engineering Education; Interdisciplinary Approach; Genetics; Models; Curriculum Development; Evolution; Universities; Teaching Methods; Figurative Language; Educational Benefits; Thinking Skills; Barriers; Cytology; Diversity; Educational Change; Foreign Countries; Finland (Helsinki); France (Paris); Singapore + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Humangenetik; Analogiemodell; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsertrag; Denkfähigkeit; Zytologie; Bildungsreform; Ausland; Singapur
Abstract	Interdisciplinary engineering programs have many perceived benefits including developing broader skills and an ability to work with complex real-life problems. However, the development of interdisciplinary programs faces many challenges including how to balance breadth and depth, how to integrate interdisciplinary learning into existing studies and how to work across university structures. In the development work and in communicating interdisciplinarity, T-, Y- and Pi-shaped visualisations are often used. We develop an improved model by using biomimetic analogy from genetics to aid in interdisciplinary curriculum planning. We map analogies between how genes and chromosomes act in the evolution of species and how similar mechanisms can aid in evolving curricula. We identify three genetic mechanisms to include interdisciplinarity in the curriculum: mutations as unplanned changes, DNA inserts as modular curriculum structures, and crossing chromosomes as cross-disciplinary programs. We use examples from two universities to detail how this analogy helps to reframe curriculum planning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01