The Experts below are selected from a list of 485004 Experts worldwide ranked by ideXlab platform
Aharon Gero - One of the best experts on this subject based on the ideXlab platform.
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students attitudes towards Interdisciplinary education a course on Interdisciplinary aspects of science and engineering education
European Journal of Engineering Education, 2017Co-Authors: Aharon GeroAbstract:ABSTRACTA course entitled ‘Science and Engineering Education: Interdisciplinary Aspects’ was designed to expose undergraduate students of science and engineering education to the attributes of Interdisciplinary education which integrates science and engineering. The core of the course is an Interdisciplinary lesson, which each student is supposed to teach his/her peers. Sixteen students at advanced stages of their studies attended the course. The research presented here used qualitative instruments to characterise students’ attitudes towards Interdisciplinary learning and teaching of science and engineering. According to the findings, despite the significant challenge which characterises Interdisciplinary teaching, a notable improvement was evident throughout the course in the percentage of students who expressed willingness to teach Interdisciplinary classes in future.
Santucci Raffaella - One of the best experts on this subject based on the ideXlab platform.
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Interdisciplinary Training Webinar (release 3)
2019Co-Authors: Santucci Raffaella, Gilberti LucaAbstract:This deliverable describes the “Programmable phase plates for electrons” Interdisciplinary Training Webinar - the third in the planned series of 9 Interdisciplinary Training Webinars for the Q-SORT project. The Interdisciplinary Training Webinars are part of Work Package 3 Theory, optical testing, and TEM implementation of generalised Sorter [Months: 1-41], Task 3.5 - Interdisciplinary Training Webinars (M6, M11, M12, M18, M24, M26, M30, M36, M41). The present document is comprised of 4 Chapters, including Introduction and Conclusions. The Introduction describes what a webinar is. Chapter 2 summarises what we mean by Interdisciplinary Training Webinars and what their function is within Q-SORT. Chapter 3 illustrates context, aims, and content of the third Interdisciplinary Training Webinar of Q-SORT. The conclusions outline future plans for the Interdisciplinary Training Webinars
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Interdisciplinary Training Webinar
2019Co-Authors: Gilberti Luca, Santucci RaffaellaAbstract:This deliverable describes the “Low-damage Multi-pass Electron Microscopy” Interdisciplinary Training Webinar - the second in the planned series of 9 Interdisciplinary Training Webinars for the Q-SORT project. The Interdisciplinary Training Webinars are part of Work Package 3 Theory, optical testing, and TEM implementation of generalised Sorter [Months: 1-41], Task 3.5 - Interdisciplinary Training Webinars (M6, M11, M12, M18, M24, M26, M30, M36, M41). The present document is comprised of 4 Chapters, including Introduction and Conclusions. The Introduction describes what a webinar is. Chapter 2 summarises what we mean by Interdisciplinary Training Webinars and what their function is within Q-SORT. Chapter 3 illustrates context, aims, and content of the second Interdisciplinary Training Webinar of Q-SORT. The conclusions outline future plans for the Interdisciplinary Training Webinars
Gilberti Luca - One of the best experts on this subject based on the ideXlab platform.
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Interdisciplinary Training Webinar (release 3)
2019Co-Authors: Santucci Raffaella, Gilberti LucaAbstract:This deliverable describes the “Programmable phase plates for electrons” Interdisciplinary Training Webinar - the third in the planned series of 9 Interdisciplinary Training Webinars for the Q-SORT project. The Interdisciplinary Training Webinars are part of Work Package 3 Theory, optical testing, and TEM implementation of generalised Sorter [Months: 1-41], Task 3.5 - Interdisciplinary Training Webinars (M6, M11, M12, M18, M24, M26, M30, M36, M41). The present document is comprised of 4 Chapters, including Introduction and Conclusions. The Introduction describes what a webinar is. Chapter 2 summarises what we mean by Interdisciplinary Training Webinars and what their function is within Q-SORT. Chapter 3 illustrates context, aims, and content of the third Interdisciplinary Training Webinar of Q-SORT. The conclusions outline future plans for the Interdisciplinary Training Webinars
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Interdisciplinary Training Webinar
2019Co-Authors: Gilberti Luca, Santucci RaffaellaAbstract:This deliverable describes the “Low-damage Multi-pass Electron Microscopy” Interdisciplinary Training Webinar - the second in the planned series of 9 Interdisciplinary Training Webinars for the Q-SORT project. The Interdisciplinary Training Webinars are part of Work Package 3 Theory, optical testing, and TEM implementation of generalised Sorter [Months: 1-41], Task 3.5 - Interdisciplinary Training Webinars (M6, M11, M12, M18, M24, M26, M30, M36, M41). The present document is comprised of 4 Chapters, including Introduction and Conclusions. The Introduction describes what a webinar is. Chapter 2 summarises what we mean by Interdisciplinary Training Webinars and what their function is within Q-SORT. Chapter 3 illustrates context, aims, and content of the second Interdisciplinary Training Webinar of Q-SORT. The conclusions outline future plans for the Interdisciplinary Training Webinars
William H. Newell - One of the best experts on this subject based on the ideXlab platform.
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Academic Disciplines and Undergraduate Interdisciplinary Education: lessons from the School of Interdisciplinary Studies at Miami University, Ohio
European Journal of Education, 1992Co-Authors: William H. NewellAbstract:How much disciplinary background do students need before they are ready to take Interdisciplinary courses? How much background in relevant disciplines do academic staff need to develop and teach an Interdisciplinary course? How visible should disciplines be and what role should they play in Interdisciplinary courses? Can students learn intellectual skills often associated with disciplinary education, such as rigorous or critical thinking, through Interdisciplinary courses? Can Interdisciplinary courses adequately prepare students for more advanced work in disciplines or for careers that draw upon a disciplinary base? These questions about the relationship between disciplines and Interdisciplinary education, posed by its advocates as well as its critics, are typically addressed deductively, at a philosophical rather than empirical level. Given the measurement problems involved in assessing Interdisciplinary education (see the article by Michael Field & Russell Lee in this issue), it is understandable that such questions are not normally answered through quantitative data and statistical methods. The strategy employed in this article is to explore how these issues are resolved in practice within the context of an exemplary Interdisciplinary programme-the School of Interdisciplinary Studies at Miami University in Oxford, Ohio.
Martin Mulder - One of the best experts on this subject based on the ideXlab platform.
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teaching and learning in Interdisciplinary higher education a systematic review
Educational Psychology Review, 2009Co-Authors: E J H Spelt, H J A Biemans, Hilde Tobi, Pieternel A Luning, Martin MulderAbstract:Interdisciplinary higher education aims to develop boundary-crossing skills, such as Interdisciplinary thinking. In the present review study, Interdisciplinary thinking was defined as the capacity to integrate knowledge of two or more disciplines to produce a cognitive advancement in ways that would have been impossible or unlikely through single disciplinary means. It was considered as a complex cognitive skill that constituted of a number of subskills. The review was accomplished by means of a systematic search within four scientific literature databases followed by a critical analysis. The review showed that, to date, scientific research into teaching and learning in Interdisciplinary higher education has remained limited and explorative. The research advanced the understanding of the necessary subskills of Interdisciplinary thinking and typical conditions for enabling the development of Interdisciplinary thinking. This understanding provides a platform from which the theory and practice of Interdisciplinary higher education can move forward.
