Page 90 - Teaching and learning of interdisciplinary thinking in higher education in engineering

Chapter 4
Table 4.4 Overview of teaching strategies per FQM research phase and learning dimension
FQM research phase
Teaching strategies per learning dimension
Content learning dimension
1
Facilitating students’ linking of theory or disciplinary knowledge to practice
Facilitating students’ expansion of the disciplinary lenses to gain a wider perspective on complex problems
2
Facilitating students in gaining awareness of the various strategies to use in searching disciplinary knowledge
Facilitating students in structuring and adequately conceptualizing all the disciplines used
3
Facilitating students in switching between the perspective of the research as a whole and the perspective of each research step
Facilitating student awareness that interdisciplinary research changes due to disciplinary contributions
4
Facilitating students in creating multiple answers by integrating disciplinary knowledge in various ways
Facilitating students in becoming aware of interdisciplinary research opportunities and limitations
Incentive learning dimension
1
Facilitating students in recognizing opportunities for using disciplinary knowledge in interdisciplinary research
Facilitating students in finding scientific and practical arguments to frame complex problems
2
Facilitating students in being creative in bridging the knowledge gap and explaining what has been done
Facilitating students in listing items of disciplinary knowledge and then identifying relationships between these items
3
Facilitating students to deal with the uncertainty involved in data gathering across disciplines or departments
Facilitating student awareness of the usefulness of each step or challenge in interdisciplinary research
4
Facilitating student recognition of the dynamics of real-world situations and causal loops
Facilitating students’ emotional releases by reflecting upon the ‘bumpy’ but worthwhile journeys undertaken
Interaction learning dimension
1
Facilitating students in managing the scope and purpose of literature searches in order to steer the search activities
Facilitating students in being open to learning from peer perceptions and experiences
2
Facilitating students in adopting a helicopter view of the interdisciplinary research and the disciplinary contributions
Facilitating student discussion of whether the ‘right track’ exists or that ‘it all depends’
3
Facilitating students’ ability to switch easily between the various viewpoints of others in order to check their own viewpoint
Facilitating students in being able to justify decisions made and to compare the issues and arguments raised
4
Facilitating students in zooming in and out of disciplinary focus at different levels of abstraction
Facilitating students’ ability to revise a viewpoint using logic and facts as a basis for reasoning
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