Doing Knowledge Work Differently: Problem-Based Projects as Encounters in Coming-to-Know

Autor/in	Acton, Renae
Titel	Doing Knowledge Work Differently: Problem-Based Projects as Encounters in Coming-to-Know
Quelle	In: Higher Education: The International Journal of Higher Education Research, 86 (2023) 1, S.225-242 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Acton, Renae)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-022-00910-z
Schlagwörter	Problem Based Learning; Student Projects; College Students; Foreign Countries; Cooperative Learning; Interdisciplinary Approach; Learning Processes; Academic Achievement; Denmark + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Collegestudent; Ausland; Kooperatives Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Learning process; Lernprozess; Schulleistung; Dänemark
Abstract	International education scholars often theorise alternative models of knowledge work in the university. These imagine the transformation of teaching and learning and a more inclusive society. This article presents the case of a university in Denmark, where problem-oriented, interdisciplinary, collaborative project work has been the pedagogic norm for over forty years. It draws on a theoretical basis that asserts the value of a different onto-epistemological paradigm for "doing" knowledge work, one that engages students in knowing as "troublesome" (stimulated through a personally-interesting complex issue) and "contested" (subject to different perspectives and purposes) to enact "immersive" and "multifaceted" learning processes. Mixed-method data from the case illustrate plural outcomes of the approach. While quantitative achievement data reveal a general pattern of higher achievement in problem-focused projects when compared to coursework, teasing into qualitative statements reveals a matrix of co-existing outcomes and epistemic dispositions for graduates. While a singular case, the study illuminates the ways that learning outcomes entwine with the ways students encounter and generate knowledge in a university setting. Through processes of inquiry, students are invited to develop epistemic dispositions for engaging willingly with complexity, knowledge, others, and the world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01