Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 459-475 |
| Journal | European Journal of Engineering Education |
| Volume | 40 |
| Issue number | 5 |
| DOIs | |
| Publication status | Published - 2014 |
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Constructively aligned teaching and learning in higher education in engineering: what do students perceive as contributing to the learning of interdisciplinary thinking? / Spelt, E.J.H.; Luning, P.A.; van Boekel, M.A.J.S.; Mulder, M.
In: European Journal of Engineering Education, Vol. 40, No. 5, 2014, p. 459-475.Research output: Contribution to journal › Article › Academic › peer-review
TY - JOUR
T1 - Constructively aligned teaching and learning in higher education in engineering: what do students perceive as contributing to the learning of interdisciplinary thinking?
AU - Spelt, E.J.H.
AU - Luning, P.A.
AU - van Boekel, M.A.J.S.
AU - Mulder, M.
PY - 2014
Y1 - 2014
N2 - Increased attention to the need for constructively aligned teaching and learning in interdisciplinary higher education in engineering is observed. By contrast, little research has been conducted on the implementation of the outcome-based pedagogical approach to interdisciplinary higher education in engineering. Therefore, the present design-based research was undertaken to develop, implement, and evaluate a constructively aligned learning environment in the interdisciplinary field of food quality management. The practical aims were to reduce the perception held by the students of choppiness and to prevent them floundering in the disciplines; the theoretical aim was to accumulate theory on learning environment aspects that would help students to learn interdisciplinary thinking. The design-focused evaluation among 26 students showed that the practical aims were met, and concerning the theoretical aim, eight learning environment aspects were identified such as learning within an interdisciplinary framework. Further research should validate these aspects to continue with tackling teacher challenges on teaching interdisciplinary thinking.’ (Spelt et al, op cit).
AB - Increased attention to the need for constructively aligned teaching and learning in interdisciplinary higher education in engineering is observed. By contrast, little research has been conducted on the implementation of the outcome-based pedagogical approach to interdisciplinary higher education in engineering. Therefore, the present design-based research was undertaken to develop, implement, and evaluate a constructively aligned learning environment in the interdisciplinary field of food quality management. The practical aims were to reduce the perception held by the students of choppiness and to prevent them floundering in the disciplines; the theoretical aim was to accumulate theory on learning environment aspects that would help students to learn interdisciplinary thinking. The design-focused evaluation among 26 students showed that the practical aims were met, and concerning the theoretical aim, eight learning environment aspects were identified such as learning within an interdisciplinary framework. Further research should validate these aspects to continue with tackling teacher challenges on teaching interdisciplinary thinking.’ (Spelt et al, op cit).
U2 - 10.1080/03043797.2014.987647
DO - 10.1080/03043797.2014.987647
M3 - Article
VL - 40
SP - 459
EP - 475
JO - European Journal of Engineering Education
JF - European Journal of Engineering Education
SN - 0304-3797
IS - 5
ER -