Transversal knowledge formations in Professional Bachelor Education employing Problem Based Learning (PBL)

dc.creator	Verner Larsen
dc.date	2013-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:14:29Z
dc.date.available	2015-07-20T22:14:29Z
dc.identifier	2246-0918
dc.identifier	https://doaj.org/article/d0a4f6216665440f959dba155ee0fb44
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/16891
dc.description	This paper describes the principles underlying how various knowledge areas blend into transversal formations in two educational contexts employing PBL. Such ‘transversality’ has often been referred to as inter- cross- or trans-disciplinarity. However, these terms are ambiguous, especially in relation to Problem Based Learning. There is a growing need for stronger language to express underlying principles of knowledge formations and the constitution of such. The term transversality suggests that knowledge formations are not based on a relationship between strong independent disciplines, but rather on a number of subject areas that are combined during students’ PBL-studies. As such, the curriculum organized knowledge, as well as students’ reflections of various types at the level of teaching and learning, constitute certain ‘modalities’ of transversal knowledge formations. Two institutional case studies - Nursing and the Constructing Architect education - have been researched, compared and contrasted in order to demonstrate how institutional practices demonstrate different modalities of transversal knowledge in their PBL-courses. For the purpose of this paper Nursing Education will be abbreviated as NE and Constructing Architect as CAE.
dc.language	English
dc.publisher	Aalborg University Press
dc.relation	http://ojs.aub.aau.dk/index.php/pbl/article/view/273/200
dc.relation	https://doaj.org/toc/2246-0918
dc.source	Journal of Problem Based Learning in Higher Education, Vol 1, Iss 1, Pp 53-71 (2013)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Transversal knowledge formations in Professional Bachelor Education employing Problem Based Learning (PBL)
dc.type	article