Interdisciplinary Learning from a Student’s Perspective

2013 ◽  
pp. 1-18 ◽  
Author(s):  
Marlene Hidalgo
Keyword(s):  
Critical Thinking ◽  
Individual Experience ◽  
Interdisciplinary Learning ◽  
Urban University ◽  
Course Format ◽  
University Course ◽  
Interdisciplinary Course

This chapter provides a retrospective look at my experiences during an interdisciplinary course at an urban university. Course format and objectives allowed for a varied experience by combining multiple learning methodologies and opportunities. A focus is given to two class assignments that illustrate the process of integrating insights from disparate disciplines through critical thinking, creativity, and teamwork. Despite the variability and unpredictability of individual experience, the review provides evidence for the unique challenges and distinct advantages of interdisciplinary learning.

scholarly journals The University Course in Snow Dynamics —A Stepping-Stone to Career Interests in Avalanche Hazards

1980 ◽  
Vol 26 (94) ◽  
pp. 97-103 ◽  
Author(s):  
John Montagne
Keyword(s):  
World Literature ◽  
Weather Conditions ◽  
Field Work ◽  
Career Interests ◽  
Student Interest ◽  
Department Of Agriculture ◽  
Diverse World ◽  
Course Format ◽  
University Course ◽  
The University

AbstractThe principles of snow dynamics, including practical field work, constitute a feasible university-level course where seasonal snowfall and terrane of varying steepness are accessible. Two to three lectures or discussions per week are combined with one full afternoon in the field to provide a workable course format. We have successfully used theU.S. Department of Agriculture Forest Service Agriculture Handbook489 (Avalanche handbook) as a text but also assign readings in diverse world literature.Field work has centered on standard techniques for snow study in a realistic alpine setting but could easily be adapted to more simple “roadside” conditions if necessary. Student interest during and following the course usually leads to spontaneous and practical research that tends to develop life-long skill and application in the subject.Our experience indicates that one instructor can manage a maximum of 25 students in the field, considering proper logistics, safety, and necessary adaptibility of field procedures to changing weather conditions.

Interactive knowledge networks for interdisciplinary course navigation within Moodle

2012 ◽  
Vol 36 (4) ◽  
pp. 284-297 ◽  
Author(s):  
Andre Scherl ◽  
Kathrin Dethleffsen ◽  
Michael Meyer
Keyword(s):  
Medical Curriculum ◽  
Concept Map ◽  
Learning Objects ◽  
Interdisciplinary Learning ◽  
Face To Face ◽  
Physics Courses ◽  
Self Assessments ◽  
Direct Guidance ◽  
Interdisciplinary Course ◽  
Physics Knowledge

Web-based hypermedia learning environments are widely used in modern education and seem particularly well suited for interdisciplinary learning. Previous work has identified guidance through these complex environments as a crucial problem of their acceptance and efficiency. We reasoned that map-based navigation might provide straightforward and effortless orientation. To achieve this, we developed a clickable and user-oriented concept map-based navigation plugin. This tool is implemented as an extension of Moodle, a widely used learning management system. It visualizes inner and interdisciplinary relations between learning objects and is generated dynamically depending on user set parameters and interactions. This plugin leaves the choice of navigation type to the user and supports direct guidance. Previously developed and evaluated face-to-face interdisciplinary learning materials bridging physiology and physics courses of a medical curriculum were integrated as learning objects, the relations of which were defined by metadata. Learning objects included text pages, self-assessments, videos, animations, and simulations. In a field study, we analyzed the effects of this learning environment on physiology and physics knowledge as well as the transfer ability of third-term medical students. Data were generated from pre- and posttest questionnaires and from tracking student navigation. Use of the hypermedia environment resulted in a significant increase of knowledge and transfer capability. Furthermore, the efficiency of learning was enhanced. We conclude that hypermedia environments based on Moodle and enriched by concept map-based navigation tools can significantly support interdisciplinary learning. Implementation of adaptivity may further strengthen this approach.

scholarly journals Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

2021 ◽  
Vol 11 (11) ◽  
pp. 744
Author(s):  
Melanie Marita Beudels ◽  
Karsten Damerau ◽  
Angelika Preisfeld
Keyword(s):  
Content Knowledge ◽  
Science And Technology ◽  
Professional Knowledge ◽  
Primary Teachers ◽  
Field Of Study ◽  
Major Field ◽  
Course Format ◽  
Interdisciplinary Course ◽  
The Impact ◽  
Experimental Group

Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers’ content knowledge, rather than on the development of academic self-concepts. In addition, the influence of the course format and the major field of study has not been investigated much to this date. Thus, this study examines the effects of an interdisciplinary course on pre-service primary teachers’ content knowledge and academic self-concepts in science and technology using a quasi-experimental, quantitative, pre-post-follow-up design (n = 202). Whilst no significant changes in knowledge were revealed for the baseline group not participating in the course, significant short-term and long-term cognitive gains were found for the experimental group. Biology-, chemistry-, physics- and technology-related self-concepts increased significantly when participating in the course. The results also indicate that the course format and major field of study can have an impact on the development of pre-service teachers’ professional knowledge. Regarding the development of academic self-concepts in the experimental group, it can be assumed that both the weekly and block course format are beneficial for heterogeneous learner groups consisting of pre-service teachers with different major fields of study.

scholarly journals Creative writing and Critical Thinking Enhancement at Higher Education

2019 ◽  
Author(s):  
Antonella Poce ◽  
Francesca Amenduni
Keyword(s):  
Critical Thinking ◽  
Creative Writing ◽  
Group Dynamics ◽  
Critical Analysis ◽  
Course Design ◽  
Peer Interactions ◽  
Literary Texts ◽  
Pedagogical Strategies ◽  
Knowledge Growth ◽  
University Course

Currently, educational policymakers identify Critical Thinking (CT) as an essential aspect of progress and knowledge growth in any field and in the broad society. Peer interactions and individual writing are helpful pedagogical strategies for CT development that could be enhanced by the use of technologies (Guiller, Durndell, & Ross, 2008). Starting from the above-mentioned evidence, a university module was designed by combining collaborative and creative writing with the critical analysis of literary texts and the fruition of figurative arts. 123 students worked in groups and their CT level was assessed at different times of the course. Most of the students’ groups showed an increase in their CT level whilst a few did not. The difficulties in the management of group dynamics corresponded to the decreasing CT level. On the contrary, groups able to organize their work improved their CT throughout the course. Additionally, students’ work modes had an impact on their performance at different CT tasks. The research results could be used to improve university course design for CT education.

scholarly journals The University Course in Snow Dynamics —A Stepping-Stone to Career Interests in Avalanche Hazards

1980 ◽  
Vol 26 (94) ◽  
pp. 97-103
Author(s):  
John Montagne
Keyword(s):  
World Literature ◽  
Weather Conditions ◽  
Field Work ◽  
Career Interests ◽  
Student Interest ◽  
Department Of Agriculture ◽  
Diverse World ◽  
Course Format ◽  
University Course ◽  
The University

AbstractThe principles of snow dynamics, including practical field work, constitute a feasible university-level course where seasonal snowfall and terrane of varying steepness are accessible. Two to three lectures or discussions per week are combined with one full afternoon in the field to provide a workable course format. We have successfully used the U.S. Department of Agriculture Forest Service Agriculture Handbook 489 (Avalanche handbook) as a text but also assign readings in diverse world literature.Field work has centered on standard techniques for snow study in a realistic alpine setting but could easily be adapted to more simple “roadside” conditions if necessary. Student interest during and following the course usually leads to spontaneous and practical research that tends to develop life-long skill and application in the subject.Our experience indicates that one instructor can manage a maximum of 25 students in the field, considering proper logistics, safety, and necessary adaptibility of field procedures to changing weather conditions.

Experiential Learning: A Course Design Process For Critical Thinking

2011 ◽  
Vol 4 (12) ◽  
pp. 1-12 ◽  
Author(s):  
Janet G. Hamilton ◽  
Joanne M. Klebba
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Design Process ◽  
Course Design ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Techniques ◽  
Course Format ◽  
Selection Of

This article describes a course design process to improve the effectiveness of using experiential learning techniques to foster critical thinking skills. The authors examine prior research to identify essential dimensions of experiential learning in relation to higher order thinking. These dimensions provide key insights for the selection of experiential techniques within a course. Using these dimensions, the authors propose a course design process to systematically develop an experiential course format that aligns with instructor-specified content and critical thinking objectives. This process is relevant to educators interested in developing critical thinking skills and may serve to promote more effective student learning.

scholarly journals PRARMETRIC MODELLING AS A DESIGN REPRESENTATION IN ARCHITECTURE: A PROCESS ACCOUNT

2011 ◽  
Author(s):  
Robert Woodbury ◽  
Shane Williamson ◽  
Philip Beesley
Keyword(s):  
Parametric Representation ◽  
Adoption Process ◽  
Parametric Modelling ◽  
Interdisciplinary Learning ◽  
Design Representation ◽  
Modelling Strategies ◽  
Similarities And Differences ◽  
University Course ◽  
University Industry ◽  
Non Parametric

Disciplines outside of engineering, for instance, architecture, are adopting parametric modelling as a design representation. This paper reports on three aspects of the adoption process, which is largely being conducted through multi-day workshops outside of formal university course settings. Fist, the structure and process of such workshops may be a model for interdisciplinary learning and university-industry liaison. Second, students learning parametric modelling must master skill different from that required for non-parametric representation. Third, the parametric modelling strategies being developed in architecture may have both similarities and differences to those used in engineering.

scholarly journals Assessing Interdisciplinary Learning and Student Activism in a Water Issues Course

2014 ◽  
pp. 111-132 ◽  
Author(s):  
Stephen J. Juris ◽  
Anja Mueller ◽  
Cathy Willermet ◽  
Eron Drake ◽  
Samik Upadhaya ◽  
...  
Keyword(s):  
Water Treatment ◽  
Social Activism ◽  
Water Rights ◽  
Student Activism ◽  
Clean Water ◽  
Interdisciplinary Learning ◽  
Interdisciplinary Projects ◽  
Interdisciplinary Course ◽  
Water Issues ◽  
Global Water

In response to a request from a campus student organization, faculty from three fields came together to develop and teach an integrated interdisciplinary course on water issues and social activism. This course, “Water as Life, Death, and Power”, brought together issues from the fields of anthropology, biology and chemistry to explore water rights, access to clean water, and water treatment methods. Students enrolled in the course developed interdisciplinary projects related to a variety of local and global water issues to present real-world solutions at a university-wide student research showcase. This article reports the assessment outcomes of the course, measuring changes in both interdisciplinary learning and levels of student activism.

scholarly journals Fostering Sustainability Knowledge, Attitudes, and Behaviours through a Tutor-Supported Interdisciplinary Course in Education for Sustainable Development

2021 ◽  
Vol 13 (6) ◽  
pp. 3494
Author(s):  
Mirjam Braßler ◽  
Sandra Sprenger
Keyword(s):  
Sustainable Development ◽  
Interdisciplinary Communication ◽  
Interdisciplinary Approach ◽  
Education For Sustainable Development ◽  
Test Analysis ◽  
Interdisciplinary Learning ◽  
Post Test ◽  
High Level ◽  
Interdisciplinary Course ◽  
Support Students

Extant research into the efficacy of—especially interdisciplinary—higher education for sustainable development (HESD) is limited. A need exists to investigate students’ development of sustainability knowledge, attitudes, and behaviours. Furthermore, universities have experienced difficulties implementing interdisciplinary HESD because of organisational barriers due to monodisciplinary structures, as well as educators’ and students’ reservations. This study introduces an interdisciplinary approach to HESD and investigates its efficacy regarding students’ development of sustainability knowledge, attitudes, and behaviours at a university in Germany. The approach applies a series of lectures by different sustainability experts accompanied by several tutorials that support students’ interdisciplinary learning and teamwork towards an interdisciplinary sustainability product. Tutors were trained in interdisciplinary teaching methods, as well as interdisciplinary communication and conflict management, beforehand. Before participating in the interdisciplinary course, the students had a moderate level of sustainability knowledge and behaviour, and a high level of sustainability attitudes. The results from the pre–post-test analysis indicate an increase in students’ sustainability knowledge and behaviours, and no change in students’ sustainability attitudes. If typical barriers to interdisciplinarity are mitigated, interdisciplinary HESD can facilitate students’ development.

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