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Science, Business, and Policy: A Long-Term Reflection on Multidisciplinary Work-Based Learning in a Master's Track for Societal Integration of Science
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Grooters, Saskia; Zaal, Emma L.; Gerkema, Menno P. – Tuning Journal for Higher Education, 2021
A strong theoretical approach with a specific focus on disciplinary research characterizes the common science master's education in the Netherlands. However, a work-based learning (WBL) approach may as well be expedient and suitable for science education at master's level. In this paper, a case study is presented of a WBL-program designed for an…
Descriptors: Workplace Learning, Science Education, Interdisciplinary Approach, Masters Programs
Innovating How to Learn Design Thinking, Making, and Innovation: Incorporating Multiple Modes in Teaching the Innovation Process
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Seidel, Victor P.; Marion, Tucker J.; Fixson, Sebastian K. – INFORMS Transactions on Education, 2020
Faculty in business and engineering schools are increasingly focused on teaching the fundamentals of the innovation process to students at all levels. There has been a recent embrace of teaching the innovation process through a user-centered "design thinking" methodology and on experiential "making" activities within…
Descriptors: Innovation, Teaching Methods, Experiential Learning, Design
Design of a Model for a Professional Development Programme for a Multidisciplinary Science Subject in the Netherlands
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Visser, Talitha C.; Coenders, Fer G. M.; Terlouw, Cees; Pieters, Jules M. – Professional Development in Education, 2012
Schools are increasingly integrating multidisciplinary education into their programmes. The Minister of Education, Culture and Science has introduced a new, integrated science subject in secondary education in the Netherlands, called Nature, Life and Technology (NLT). This research note describes the design of a generic model for a professional…
Descriptors: Curriculum Design, Foreign Countries, Professional Development, Program Design
Computer Science in Dutch Secondary Education: Independent or Integrated?
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van der Sijde, Pieter C.; Doornekamp, B. Gerard – Education and Computing, 1992
Reports results of a study that investigated whether the objectives of teaching computer science as an independent subject are met when computer science is integrated with school subjects. Components of a formal (independent) curriculum, identified through interviews with computer science experts, are compared with the operational (integrated)…
Descriptors: Comparative Analysis, Computer Science Education, Curriculum Design, Curriculum Evaluation
Teaching Academic Writing to International Students in an Interdisciplinary Writing Context: A Pedagogical Rough Guide
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Kam, Angeniet; Meinema, Yvette – Across the Disciplines, 2005
International students travel in many ways. First of all geographically: they move from one country to another. Secondly, they travel through their own identities: they have to find a new place in a new context by familiarizing themselves with new values and customs, while making sure they meet the requirements their studies ask of them. Writing…
Descriptors: Academic Discourse, Foreign Students, Interdisciplinary Approach, Writing Instruction
Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)
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International Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers