Coping with Complex Real-World Problems: Strategies for Developing the Competency of Transdisciplinary Collaboration

Domik, Gitta; Fischer, Gerhard

doi:10.1007/978-3-642-15378-5_9

Cited by 14 publications

(7 citation statements)

References 8 publications

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“…Learning, teaching and education departing in real-world problems rather than being confined to predefined disciplinary boundaries is a recurring characteristic of interdisciplinary education as also note in several papers on interdisciplinary learning in higher education, (e.g. DeZure, 2012; Domik and Fischer, 2010; Fraser and Greenhalgh, 2001; Ivanitskaya et al, 2002; Klein, 2006; Little and Hoel, 2011; Petrie, 1976, 1992). In the educational context, problems have been described as ‘interdisciplinary anchors’, which give meaning to the task and knowledge which students are meant to engage with (Barab and Landa, 1997).…”

Section: Interdisciplinary Learning and Problem-based Pedagogymentioning

confidence: 89%

“…Consequently, students engage to integrate knowledge derived from several disciplines to construct new perspectives on a particular problem or scenario. In the process, disciplines are acknowledged, and the integration may lead to new disciplinary insights (Domik and Fischer, 2010; Ivanitskaya et al, 2002; Petrie, 1992). An example could be applying theories from disciplines of medicine, geography and sociology to determine environmental impact of urbanisation on the health of populations.…”

Section: Interdisciplinary Learning and Problem-based Pedagogymentioning

confidence: 99%

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From saying to doing interdisciplinary learning: Is problem-based learning the answer?

Stentoft

2017

Active Learning in Higher Education

108

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Problem-based learning is often characterised as an approach encompassing interdisciplinary learning; however, little attention has been explicitly paid to what a claim of interdisciplinary problem-based learning means in practice. Even less attention has been given to address the consequences of interdisciplinary problem-based learning for students, teachers and institutions of higher education. This article examines the intentions and principles of interdisciplinary learning and problem-based learning, respectively. This examination reveals considerable overlaps of the two perspectives which, it is argued, make problem-based learning a potentially compelling pedagogical practice conducive for students' learning across disciplines. The second part of this article addresses three distinct barriers which need to be addressed in order to realise the potentials of interdisciplinary learning in problem-based settings. These barriers are related to the organisation of curriculum, developing student competencies to navigate with interdisciplinary problems and developing teacher competencies to meet student's needs. The conclusion is that interdisciplinary learning cannot be taken for granted in problem-based settings, and only if issues of interdisciplinary learning are specifically addressed can problem-based learning be considered a pedagogical approach adequately scaffolding interdisciplinary learning in higher education. Consequently, more research is needed to fully comprehend the potentials of problem-based learning as conducive for interdisciplinary learning. Particularly, research into the scaffolding of interdisciplinary learning in problem-based learning is required.

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Section: Interdisciplinary Learning and Problem-based Pedagogymentioning

confidence: 89%

Section: Interdisciplinary Learning and Problem-based Pedagogymentioning

confidence: 99%

From saying to doing interdisciplinary learning: Is problem-based learning the answer?

Stentoft

2017

Active Learning in Higher Education

108

View full text Add to dashboard Cite

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“…This association embraces what Gibbons et al (1994) call 'Mode 2' knowledge production, which is highly fluid, non-hierarchical, and adaptable to different contexts (as opposed to 'Mode 1' knowledge production, which tends to be immutable and universal). This mode addresses the need for a more fluid model of disciplinarity in higher education that can solve world problems that are 'complex and therefore between and beyond disciplines' (Domik and Fischer 2010).…”

Section: The Doing Mode Of Learningmentioning

confidence: 99%

The constitution of agency in developing lifelong learning ability: the ‘being’ mode

2010

High Educ

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In an age of uncertainty, one of the aims of higher education is to establish lifelong learning abilities in students. However, different authors remain divided on the question of what constitutes 'lifelong learning ability'. This article proposes the hypothesis that the cultivation of lifelong learning abilities in higher education needs to be conceptualised and sustained through a focus on the constitution and operation of agency. The cultivation of lifelong learning as a set of agent abilities needs to be grounded within the mode of being, a concept inspired by Heidegger, rather than within having or doing. While the importance of developing epistemology by focusing on learning as delivery (having) and interacting (doing) is not denied, this article suggests that higher education also concerns ontological learning. The Heideggerian perspective on being provides a more person-focused approach that is useful for providing balance and congruence between feeling and thought and between mind and body, supplementing the having and doing approaches by inviting students to reflect on their own growth and leading not only to knowledge construction for problem-solving but also to the construction of subjectivity as a means of finding meaning in the learner's existence in times of uncertainty.

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“…It is necessary to support students not simply in becoming experts within a particular discipline but also in being able to move through multiple, complex scenarios to solve intricate and pressing problems. Putting society's problems at the center of education (Domik & Fischer, 2010;Fraser & Greenhalgh, 2001;Ivanitskaya, Clark, Montgomery, & Primeau, 2002;Little & Hoel, 2011;Marton, 2018) reveals their interdisciplinary nature. Thus, rather than supporting content learning of a single discipline, the problem-based approach puts the problem to be solved before the mechanism and tools to solve it in the search for a solution.…”

Section: Active Methodologies: Problem-based Learningmentioning

confidence: 99%

Intercultural and linguistic competences for engineering ESP classes: A didactic framework proposal through problem‐based learning

Burns

García

2021

Int J App Linguistics

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Global competencies are crucial for societies to progress in a changing world. Beyond the specific language skills needed to be integrated into an international workforce, individuals should also develop the capacity to analyze and understand intercultural issues in their fields. In light of this, our paper firstly aims to pilot a problem‐based learning (PBL) proposal around a cultural critical incident for design engineers to develop intercultural and linguistic competences in an ESP engineering course. A secondary objective investigates how the project raises students’ awareness about cultural factors in product design. The results point to PBL as a method which enables instructors to integrate intercultural and linguistic skills in engineering programs, where students’ awareness of cultural factors can be increased through problem‐solving teamwork on critical incidents.

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Coping with Complex Real-World Problems: Strategies for Developing the Competency of Transdisciplinary Collaboration

Cited by 14 publications

References 8 publications

From saying to doing interdisciplinary learning: Is problem-based learning the answer?

From saying to doing interdisciplinary learning: Is problem-based learning the answer?

The constitution of agency in developing lifelong learning ability: the ‘being’ mode

Intercultural and linguistic competences for engineering ESP classes: A didactic framework proposal through problem‐based learning

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