Page 30 - Teaching and learning of interdisciplinary thinking in higher education in engineering
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Chapter 2
demonstrate the conceptualization of teaching and learning as an interactive system (Biggs, 1993).
Presage Process Product
Figure 2.1 Conceptual Review Framework, adapted from Biggs (2003)
The main purpose of this review was to identify the subskills constituting the component IDT and typical conditions for developing IDT as present within the components student, learning environment, and learning process. Using the outcome-based perspective of Biggs’ theory (2003), five research questions were formulated:
1. Which subskills that constitute IDT within the context of interdisciplinary higher education are mentioned?
2. Which student conditions that influence IDT within the context of interdisciplinary higher education are mentioned?
3. Which learning environment conditions that influence IDT within the context of interdisciplinary higher education are mentioned?
4. Which learning process conditions that influence IDT within the context of interdisciplinary higher education are mentioned?
Student
Learning process
Interdisciplinary thinking
Learning environ- ment
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