Addressing Cultural Diversity: Effects of a Problem-Based Intercultural Learning Unit

Autor/inn/en	Busse, Vera; Krause, Ulrike-Marie
Titel	Addressing Cultural Diversity: Effects of a Problem-Based Intercultural Learning Unit
Quelle	In: Learning Environments Research, 18 (2015) 3, S.425-452 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-015-9193-2
Schlagwörter	Problem Based Learning; Problem Solving; Cooperative Learning; Teaching Methods; Cultural Awareness; Critical Incidents Method; Conflict; Cultural Differences; Cognitive Processes; Affective Behavior; Social Attitudes; Emotional Response; Social Influences; Cultural Influences; Young Adults; Experimental Groups; Control Groups; Intervention + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Problemlösen; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Konflikt; Kultureller Unterschied; Cognitive process; Kognitiver Prozess; Affective disturbance; Active behaviour; Affektive Störung; Social attidude; Soziale Einstellung; Emotionales Verhalten; Sozialer Einfluss; Cultural influence; Kultureinfluss; Young adult; Junger Erwachsener
Abstract	This article explores to what extent a problem-based learning unit in combination with cooperative learning and affectively oriented teaching methods facilitates intercultural learning. As part of the study, students reflected on critical incidents, which display misunderstandings or conflicts that arise as a result of cultural differences. In dealing with these cases, students were encouraged to reflect on their own cognitive and affective processes (such as categorisation and judgement) in order to become aware that thoughts, emotions and actions are socially and culturally influenced. Students devised strategies to handle the situations depicted. Participants were young adult learners (N = 40). Students in the experimental group were compared with a control group, which received regular intercultural learning classes. Results indicated that the intervention supported learning and the cooperative learning situations in combination with the affectively oriented teaching methods stimulated intercultural learning processes. However, the analysis also revealed the limitations of short-term interventions in tackling the motivational and attitudinal dimension of student learning, therefore hinting at the need for long-term projects in order to sustain a lasting positive approach to cultural diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01