標(biāo)題: Titlebook: Interdisciplinarity and Problem-Based Learning in Higher Education; Research and Perspec Annie Aarup Jensen,Diana Stentoft,Ole Ravn Book 20 [打印本頁] 作者: 祈求 時(shí)間: 2025-3-21 19:14
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作者: MONY 時(shí)間: 2025-3-21 23:55 作者: Abjure 時(shí)間: 2025-3-22 03:04 作者: 遷移 時(shí)間: 2025-3-22 06:39 作者: 追逐 時(shí)間: 2025-3-22 09:22 作者: 圓柱 時(shí)間: 2025-3-22 13:42 作者: diabetes 時(shí)間: 2025-3-22 20:41 作者: 顯而易見 時(shí)間: 2025-3-22 23:33 作者: 多節(jié) 時(shí)間: 2025-3-23 02:19 作者: 愛管閑事 時(shí)間: 2025-3-23 06:35 作者: 彎曲的人 時(shí)間: 2025-3-23 09:43
Book 2019eads to interdisciplinarity by default. The book examines theoretical and philosophical aspects of PBL and interdisciplinary learning. The first part of the book conceptualises the notions of problem-based learning and interdisciplinary learning, and highlights some key overlaps and ways of conceivi作者: 微不足道 時(shí)間: 2025-3-23 16:59 作者: 詳細(xì)目錄 時(shí)間: 2025-3-23 18:44 作者: 提升 時(shí)間: 2025-3-23 23:43 作者: habile 時(shí)間: 2025-3-24 05:00 作者: Tremor 時(shí)間: 2025-3-24 07:18
Diana Stentoftthat currently exist at school level education as well as further and higher education and beyond.The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education.The c作者: 維持 時(shí)間: 2025-3-24 10:39
Ole Ravnudies in education yet also engages these topics in specificEducation systems worldwide will only successfully serve the needs of people with disability when we inclusively examine and address disabling issues that currently exist at school level education as well as further and higher education and作者: FAR 時(shí)間: 2025-3-24 18:18 作者: 領(lǐng)袖氣質(zhì) 時(shí)間: 2025-3-24 19:04 作者: 松果 時(shí)間: 2025-3-25 01:48
Kirsten J?ger,Annie Aarup Jensenthat currently exist at school level education as well as further and higher education and beyond.The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education.The c作者: 圓木可阻礙 時(shí)間: 2025-3-25 05:10
Chunfang Zhou,Lone Kroghthat currently exist at school level education as well as further and higher education and beyond.The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education.The c作者: PHON 時(shí)間: 2025-3-25 09:38
Alice Juel Jacobsen,Tom B?rsenthat currently exist at school level education as well as further and higher education and beyond.The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education.The c作者: 切掉 時(shí)間: 2025-3-25 12:52
Anette Lykke Hindhede,Marie Martinussen,Karin H?jbjergthat currently exist at school level education as well as further and higher education and beyond.The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education.The c作者: CURB 時(shí)間: 2025-3-25 17:58
Terry Barrettthat currently exist at school level education as well as further and higher education and beyond.The chapters contributing to this edited volume are presented to assist readers with a critical examination of contemporary practice and offer a concerted response to improving inclusive education.The c作者: entreat 時(shí)間: 2025-3-25 22:01 作者: 很像弓] 時(shí)間: 2025-3-26 03:42 作者: CRAMP 時(shí)間: 2025-3-26 07:43 作者: APRON 時(shí)間: 2025-3-26 11:59
Trust Me, I’m ‘The Doctor’: Bridging Disciplinary Education and Interdisciplinary Professionalismcation programs fosters the development of specific competencies and acquaintances that enable students to meet the increasing requirements for interdisciplinary professionalism within the health care sector. However, for a PBL program to actually enact this interdisciplinary character and purpose i作者: Flu表流動(dòng) 時(shí)間: 2025-3-26 15:07 作者: 東西 時(shí)間: 2025-3-26 17:57 作者: 骨 時(shí)間: 2025-3-26 23:55 作者: obstruct 時(shí)間: 2025-3-27 01:57
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作者: 異端邪說下 時(shí)間: 2025-3-27 08:56 作者: 口音在加重 時(shí)間: 2025-3-27 11:45
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作者: Control-Group 時(shí)間: 2025-3-27 14:34
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作者: 卡死偷電 時(shí)間: 2025-3-27 19:20 作者: Pde5-Inhibitors 時(shí)間: 2025-3-27 23:17
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作者: 語源學(xué) 時(shí)間: 2025-3-28 03:48
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作者: Incorruptible 時(shí)間: 2025-3-28 07:43 作者: 割公牛膨脹 時(shí)間: 2025-3-28 12:03 作者: Petechiae 時(shí)間: 2025-3-28 16:26
t.This book will appeal to readers who are interested in innovative theoretical approaches, practical applications and personal narratives.The book is accessible for scholars and students in disciplines includi978-94-6300-199-1作者: SEEK 時(shí)間: 2025-3-28 21:42
1572-1957 xplores 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 conclude978-3-030-18844-3978-3-030-18842-9Series ISSN 1572-1957 Series E-ISSN 2542-9957 作者: 暖昧關(guān)系 時(shí)間: 2025-3-29 00:30 作者: 全能 時(shí)間: 2025-3-29 05:46
Trust Me, I’m ‘The Doctor’: Bridging Disciplinary Education and Interdisciplinary Professionalism abilities of staff in medical education programs rather than focusing on the students’ self-directed learning processes or creating pre-constructed cases and curricula. The staff, serving as both role models and assessors, and being trained researchers, represent disciplinarity. However, they shoul作者: prick-test 時(shí)間: 2025-3-29 09:54
Beyond the Two Cultures. PBL and Transgressive Interdisciplinarity in the Techno-Anthropology Progras of approaching problems and producing knowledge, in this case exemplified by anthropology and engineering, can meet in a constructive manner by using PBL. The boundaries of disciplinary knowledge production can be transgressed in new, productive ways, if the students experience and reflect on the 作者: 無辜 時(shí)間: 2025-3-29 14:35
Three Challenges for New Students Facing Problem-Based and Interdisciplinary Learningboration at the intersection of disciplines. Being successful in these competencies require dialogue, creativity and feedback among group members in order for the group to maintain and profit from the reflective processes that are necessary to handle participatory and interdisciplinary learning proc作者: Tdd526 時(shí)間: 2025-3-29 19:34
Supervising the Interdisciplinary PBL ProjectWittgenstein’s notion of a language game in order to conceptualise what would be required of students to work interdisciplinarily in an open-ended space of scientific possibilities. Finally, the chapter establishes an argument for a set of important practices in the supervision of PBL groups to faci作者: 自愛 時(shí)間: 2025-3-29 22:55
Toward an Interdisciplinary Learning Community of PBL Supervisors and Studentsion to diverse inquiry approaches at the beginning of their PBL experience. Building staff capacity to provide these learning experiences requires opportunities for supervisors to learn with and from their peers about one another’s disciplines and to share strategies for interacting with students wh
