Page 18 - Teaching and learning of interdisciplinary thinking in higher education in engineering

Chapter 1
students use spontaneously” (Biggs & Tang, 2011, p. 7). The theory features a student- centred approach to teaching and learning to achieve good teaching and comprises three levels: 1) what the student is (i.e., recognizing differences between students in learning), 2) what the teacher does (i.e., knowing when and how deployment of teaching have the desired effect on student learning, and 3) what the student does (i.e., teaching is to support the learning of students). This student-centred approach to teaching and learning in higher education differs from a content-centred approach to teaching and learning in which the content of the particular subject(s) is centralized. The constructivism basis of this theory matches well with the rationale of IDT (see chapter 1.1) with respect to the conduct of knowledge construction by individuals.
Presage
Process Product
Student factors
Prior knowledge Ability ‘Motivation’
Learning outcomes
Quantitative: facts, skills
Qualitative: structure, transfer
Affective: involvement
Learning focused-activities
Appropriate/deep Inappropriate/surface
Teaching context
Objectives
Assessment Climate/ethos Teaching
Institutional procedures
Figure 1.1 3P model of teaching and learning (Biggs, 1999a, p. 18; 2003, p. 19)
Figure 1.2 presents the outcome-based design model for higher education that was used as starting point in chapter 3 of this thesis to advance the scientific insights on design criteria.
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