...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>European journal of engineering education >Identifying barriers to and outcomes of interdisciplinarity in the engineering classroom
【24h】

Identifying barriers to and outcomes of interdisciplinarity in the engineering classroom

机译：确定工程教室中跨学科的障碍和结果

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In addition to developing deep knowledge of a single discipline, engineers must also be able to collaborate across disciplinary boundaries and develop interdisciplinary expertise to successfully address the complex challenges of the contemporary workplace. While numerous descriptions of interdisciplinary courses and projects appear in the literature, educators still lack rigorous research about learning barriers, outcomes, and concrete interventions to support this interdisciplinary development. This paper addresses that gap by pairing a review of the literature with a case study of students in a sustainable engineering program to identify the key challenges to success in interdisciplinary contexts. The findings suggest that students (1) lack the ability to connect interdisciplinary subjects to their own more narrowly defined fields of expertise, and (2) fail to identify and value the contributions of multiple fields to complex problems. This paper concludes with possible teaching interventions to address these barriers.
机译：除了培养对一门学科的深入了解之外，工程师还必须能够跨学科协作并发展跨学科专业知识，以成功应对当代工作场所的复杂挑战。尽管文献中对跨学科课程和项目进行了大量描述，但教育工作者仍缺乏关于学习障碍，成果和支持这种跨学科发展的具体干预措施的严格研究。本文通过将文献综述与可持续工程项目中的学生案例研究相结合来解决这一差距，以确定跨学科环境下成功的关键挑战。研究结果表明，学生（1）缺乏将跨学科的学科与自己更狭窄的专业领域联系起来的能力，并且（2）无法识别和重视多个领域对复杂问题的贡献。本文以解决这些障碍的可能的教学干预作为结束。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号