Titlebook: Interdisciplinarity and Problem-Based Learning in Higher Education; Research and Perspec Annie Aarup Jensen,Diana Stentoft,Ole Ravn Book 20

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Toward an Interdisciplinary Learning Community of PBL Supervisors and Studentsfying and managing competing disciplinary epistemologies, intellectual and emotional uncertainty, expectations regarding staff expertise, and the role of curriculum and instruction in a PBL context. Applying basic knowledge of learning processes to these cognitive and contextual challenges could fac

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Developing Successful Group Processes in Interdisciplinary Projectsreal-life problems and work on interdisciplinary projects. This chapter aims to share experiences and implications for how to develop a successful student group process in an interdisciplinary PBL project. The empirical work focuses on a case of a student-built satellite project (AAUSAT3) at Aalborg

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Students’ Positioning in Transdisciplinary Project-Based Learningn Learning and Innovational Change at Aalborg University. The authors analyse how the students’ positioning strategies are related to the diverse backgrounds of enrolled students who hold either an academic bachelor’s degree from a university or a professional bachelor’s degree from a university col

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The Problem, the Group Meeting/Tutorial, the PBL Process and Learningearning. This is explored in terms of the four key characteristics of problem-based learning, namely: the problem, the group meeting/tutorial, the PBL process and learning. The starting point is the author’s current understanding of each of these, moving on to how her understanding has deepened from

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Book 2019the book focuses on practicing interdisciplinarity in problem-based higher education. It explores how the construction of problems in interdisciplinary PBL projects can be seen from the perspectives of multicultural groups, and examines group processes in interdisciplinary PBL projects.  It conclude

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