Titlebook: Interdisciplinary Pedagogy for STEM; A Collaborative Case Reneta D. Lansiquot Book 2016 The Editor(s) (if applicable) and The Author(s) 201

愤愤不平

Authenticating Interdisciplinary Learning through a Geoscience Undergraduate Research Experience,gned to have STEM students actively and collaboratively construct their knowledge of the geosciences. Results indicate that the geoscience research experiences increased the students’ understanding of the relevancy of their interdisciplinary study to society.

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Conclusion: Integrating Interdisciplinary Pedagogies,egrating digital concept maps and three-dimensional virtual worlds. Despite the variability and unpredictability of individual experiences, student perspectives provide evidence for the unique challenges and distinct advantages of team-taught interdisciplinary courses.

悬崖

Book 2016nd thus negotiate their social landscape.In approaching problems that they recognize as meaningful, they take ownership of their learning and become increasingly self-aware.This scholarly book makes a theoretical contribution to its field while also offering a practical, real world example of how to successfully integrate a curriculum. 

牛马之尿

A Study of Integration: The Role of , in Integrating Disciplinary Knowledge,otion of the . to clarify how it was that students were processing and accomplishing the goal of integrating different disciplinary perspectives as evidenced in class observation, discussion, and especially student papers. The study demonstrates the ways in which common sense knowledge conditions and enables the integration process.

清真寺

Inducing Application of Interdisciplinary Frameworks: Experiences from the Domains of Information Ls the role of each in an interdisciplinary course. Learning goals for both modules were evaluated by examining student responses in a free-writing exercise at the end of the semester, concluding with a discussion of the structural and concept similarities and implications for generalization of skills.

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isciplinary studies.Constructivist theory stresses how learners construct new ideas and concepts, while the interdisciplinary method requires that learners approach complex problems from multiple perspectives.  The author uses the New York City College of Technology as a model to demonstrate how lea

Generosity

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Restenosis

https://doi.org/10.1057/978-1-137-56745-1college governance; interdisciplinary studies; pedagogical case studies; team-teaching; Gadamer; interdis