Understanding and Designing Variation in Interdisciplinary Problem-Based Projects in Engineering Education
In various problem- and project-based traditions, interdisciplinarity is part of the definition, and there have been a few conceptualizations of interdisciplinary projects. However, with the increasing application of interdisciplinary projects, it is necessary to develop a more varied understanding....
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/2/138 |
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| author | Anette Kolmos Jette Egelund Holgaard Henrik Worm Routhe |
| author_facet | Anette Kolmos Jette Egelund Holgaard Henrik Worm Routhe |
| author_sort | Anette Kolmos |
| collection | DOAJ |
| description | In various problem- and project-based traditions, interdisciplinarity is part of the definition, and there have been a few conceptualizations of interdisciplinary projects. However, with the increasing application of interdisciplinary projects, it is necessary to develop a more varied understanding. A recent study in a PBL context defines four interdisciplinary project types, and this article aims to develop a conceptual understanding that can inform the design of project types. To design interdisciplinary project collaboration, it is necessary to understand the characteristics of the disciplines involved. In the literature, we identified three major dimensions: knowledge, culture, and approach to learning, all of which play a role in the understanding of problems and collaboration. Furthermore, it is important to understand the move from the disciplinary to the more interdisciplinary project types. In this regard, problem design and team collaboration are chosen areas to exemplify the complexity of this move. As an outcome of this paper, a conceptual framework is developed combining the three dimensions of disciplinary understanding with the interdisciplinary project types. This creates an understanding of what to take into consideration in a design process moving from disciplinary to interdisciplinary projects, especially in the design of problems and interdisciplinary project collaboration. |
| format | Article |
| id | doaj-art-b8d8ca9d7cf746e7ba22104454967935 |
| institution | DOAJ |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-b8d8ca9d7cf746e7ba221044549679352025-08-20T03:12:02ZengMDPI AGEducation Sciences2227-71022025-01-0115213810.3390/educsci15020138Understanding and Designing Variation in Interdisciplinary Problem-Based Projects in Engineering EducationAnette Kolmos0Jette Egelund Holgaard1Henrik Worm Routhe2Deparment of Sustainability and Planning, Aalborg University, 9220 Aalborg, DenmarkDeparment of Sustainability and Planning, Aalborg University, 9220 Aalborg, DenmarkDeparment of Sustainability and Planning, Aalborg University, 9220 Aalborg, DenmarkIn various problem- and project-based traditions, interdisciplinarity is part of the definition, and there have been a few conceptualizations of interdisciplinary projects. However, with the increasing application of interdisciplinary projects, it is necessary to develop a more varied understanding. A recent study in a PBL context defines four interdisciplinary project types, and this article aims to develop a conceptual understanding that can inform the design of project types. To design interdisciplinary project collaboration, it is necessary to understand the characteristics of the disciplines involved. In the literature, we identified three major dimensions: knowledge, culture, and approach to learning, all of which play a role in the understanding of problems and collaboration. Furthermore, it is important to understand the move from the disciplinary to the more interdisciplinary project types. In this regard, problem design and team collaboration are chosen areas to exemplify the complexity of this move. As an outcome of this paper, a conceptual framework is developed combining the three dimensions of disciplinary understanding with the interdisciplinary project types. This creates an understanding of what to take into consideration in a design process moving from disciplinary to interdisciplinary projects, especially in the design of problems and interdisciplinary project collaboration.https://www.mdpi.com/2227-7102/15/2/138PBLinterdisciplinary learninginterdisciplinary projectsproblem- and project-based learningdesign of interdisciplinary projects |
| spellingShingle | Anette Kolmos Jette Egelund Holgaard Henrik Worm Routhe Understanding and Designing Variation in Interdisciplinary Problem-Based Projects in Engineering Education Education Sciences PBL interdisciplinary learning interdisciplinary projects problem- and project-based learning design of interdisciplinary projects |
| title | Understanding and Designing Variation in Interdisciplinary Problem-Based Projects in Engineering Education |
| title_full | Understanding and Designing Variation in Interdisciplinary Problem-Based Projects in Engineering Education |
| title_fullStr | Understanding and Designing Variation in Interdisciplinary Problem-Based Projects in Engineering Education |
| title_full_unstemmed | Understanding and Designing Variation in Interdisciplinary Problem-Based Projects in Engineering Education |
| title_short | Understanding and Designing Variation in Interdisciplinary Problem-Based Projects in Engineering Education |
| title_sort | understanding and designing variation in interdisciplinary problem based projects in engineering education |
| topic | PBL interdisciplinary learning interdisciplinary projects problem- and project-based learning design of interdisciplinary projects |
| url | https://www.mdpi.com/2227-7102/15/2/138 |
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