A Multidimensional Approach to Examine Student Interdisciplinary Learning in Science and Engineering in Higher Education

Autor/inn/en	Spelt, Elisabeth Jacoba Hendrika; Luning, Pieternelleke Arianne; van Boekel, Martinus A. J. S.; Mulder, Martin
Titel	A Multidimensional Approach to Examine Student Interdisciplinary Learning in Science and Engineering in Higher Education
Quelle	In: European Journal of Engineering Education, 42 (2017) 6, S.761-774 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2016.1224228
Schlagwörter	Science Education; Engineering Education; Interdisciplinary Approach; Student Experience; Graduate Students; Masters Programs; Learning Theories; Journal Writing; Problem Solving + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Ingenieurausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Studienerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Learning theory; Lerntheorie; Zeitschriftenaufsatz; Problemlösen
Abstract	Preparing science and engineering students to work in interdisciplinary teams necessitates research on teaching and learning of interdisciplinary thinking. A multidimensional approach was taken to examine student interdisciplinary learning in a master course on food quality management. The collected 615 student experiences were analysed for the cognitive, emotional, and social learning dimensions using the learning theory of Illeris. Of these 615 experiences, the analysis showed that students reported 214, 194, and 207 times on, respectively, the emotional, the cognitive, and the social dimension. Per learning dimension, key learning experiences featuring interdisciplinary learning were identified such as "frustrations in selecting and matching disciplinary knowledge to complex problems" ("emotional"), "understanding how to apply theoretical models or concepts to real-world situations" ("cognitive"), and "socially engaging with peers to recognise similarities in perceptions and experiences" ("social"). Furthermore, the results showed that students appreciated the cognitive dimension relatively more than the emotional and social dimensions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01