Page 96 - Teaching and learning of interdisciplinary thinking in higher education in engineering

Chapter 5
5.2 Theoretical perspectives
The theoretical perspective of Illeris (2002, 2007) was used to analyse the learning challenges and strategies, and the theoretical perspective of Luning and Marcelis (2006, 2007, 2009a, 2009b) was used to analyse the learning outcomes.
5.2.1 Perspective of Illeris’s learning theory
No general framework for analysing the challenges and strategies involved in IDT learning yet exists. Therefore, the perspective of Illeris’s learning theory (2002, 2007) was used, describing student learning in terms of three interrelated dimensions: content, incentive, and interaction. In this respect, the content dimension refers to the acquisition of disciplinary knowledge necessary to integrate the knowledge (cognitive processes). As Derry et al. (1998, pp. 33-34) has stated, every disciplinary term, for instance, the term ‘model’, must be clearly understood if the disciplinary knowledge is to be linked successfully. The incentive dimension refers to the dealing with emotional turbulence arising from interdisciplinary confusion (emotional processes). In this respect, Boix Mansilla et al. (2012, p. 8) have referred to the emotional turbulence as a ‘surprise’ or ‘painful disorientation’ that happens once new disciplinary knowledge conflicts with prior disciplinary knowledge. The interaction dimension refers to the multiple interactions with disciplinarians sharing disciplinary knowledge in an open manner in order to learn from each other and to come to a shared understanding (social processes). As Thompson (2009, p. 293) has noted, social processes of shared learning and language exchange in interdisciplinary teams affect the team’s ability to communicate effectively in addressing interdisciplinary tasks. Figure 5.1 shows the three learning dimensions; the arrows illustrate the interrelationships between the cognitive, emotional, and social processes of learning.
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