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Interdisciplinary pedagogy for STEMa...

Lansiquot, Reneta D.

Interdisciplinary pedagogy for STEMa collaborative case study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Interdisciplinary pedagogy for STEMedited by Reneta D. Lansiquot.
Reminder of title:	a collaborative case study /
other author:	Lansiquot, Reneta D.
Published:	New York :Palgrave Macmillan US :2016.
Description:	xvii, 143 p. :digital ;22 cm.
Contained By:	Springer eBooks
Subject:	ScienceCase studies.Study and teachingUnited States
Online resource:	http://dx.doi.org/10.1057/978-1-137-56745-1
ISBN:	9781137567451$q(electronic bk.)

Interdisciplinary pedagogy for STEMa collaborative case study /
Interdisciplinary pedagogy for STEMa collaborative case study /[electronic resource] :edited by Reneta D. Lansiquot. - New York :Palgrave Macmillan US :2016. - xvii, 143 p. :digital ;22 cm.

1. A Study of Integration: The Role of Sensus Communis in Integrating Disciplinary Knowledge Laureen Park -- 2. Insatiability and Crisis: Using Interdisciplinarity to Understand (and Denaturalize) Contemporary Humans Sean P. MacDonald and Costas Panayotakis -- 3. Inducing Application of Interdisciplinary Frameworks: Experiences from the Domains of Information Literacy and Responsible Conduct of Research Anne E. Leonard and Jean E. Hillstrom -- 4. Making Connections: Writing Stories and Writing Code Reneta D. Lansiquot and Candido Cabo -- 5. Authenticating Interdisciplinary Learning Through a Geoscience Undergraduate Research Experience Reginald A. Blake and Janet Liou-Mark.

This book focuses on constructivist theory and collaborative interdisciplinary studies, showing how constructivist theory complements interdisciplinary studies. Constructivist theory stresses how learners construct new ideas and concepts, while the interdisciplinary method requires that learners approach complex problems from multiple perspectives. The author uses the New York City College of Technology as a model to demonstrate how learning can be embedded in complex, realistic, and relevant environments. As a result, students learn to consider significant issues from a variety of viewpoints and thus negotiate their social landscape. In approaching problems that they recognize as meaningful, they take ownership of their learning and become increasingly self-aware. This scholarly book makes a theoretical contribution to its field while also offering a practical, real world example of how to successfully integrate a curriculum. Reneta D. Lansiquot is Associate Professor of English and Program Director of the Bachelor of Science in Professional and Technical Writing at New York City College of Technology of the City University of New York, USA. She has published widely on interdisciplinary studies and educational technology.

ISBN: 9781137567451$q(electronic bk.)

Standard No.: 10.1057/978-1-137-56745-1doiSubjects--Topical Terms:

618241
Science
--Study and teaching--United States--Case studies.

LC Class. No.: Q183.3.A1 / I596 2016

Dewey Class. No.: 507.1073

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505 0 $a 1. A Study of Integration: The Role of Sensus Communis in Integrating Disciplinary Knowledge Laureen Park -- 2. Insatiability and Crisis: Using Interdisciplinarity to Understand (and Denaturalize) Contemporary Humans Sean P. MacDonald and Costas Panayotakis -- 3. Inducing Application of Interdisciplinary Frameworks: Experiences from the Domains of Information Literacy and Responsible Conduct of Research Anne E. Leonard and Jean E. Hillstrom -- 4. Making Connections: Writing Stories and Writing Code Reneta D. Lansiquot and Candido Cabo -- 5. Authenticating Interdisciplinary Learning Through a Geoscience Undergraduate Research Experience Reginald A. Blake and Janet Liou-Mark.
520 $a This book focuses on constructivist theory and collaborative interdisciplinary studies, showing how constructivist theory complements interdisciplinary studies. Constructivist theory stresses how learners construct new ideas and concepts, while the interdisciplinary method requires that learners approach complex problems from multiple perspectives. The author uses the New York City College of Technology as a model to demonstrate how learning can be embedded in complex, realistic, and relevant environments. As a result, students learn to consider significant issues from a variety of viewpoints and thus negotiate their social landscape. In approaching problems that they recognize as meaningful, they take ownership of their learning and become increasingly self-aware. This scholarly book makes a theoretical contribution to its field while also offering a practical, real world example of how to successfully integrate a curriculum. Reneta D. Lansiquot is Associate Professor of English and Program Director of the Bachelor of Science in Professional and Technical Writing at New York City College of Technology of the City University of New York, USA. She has published widely on interdisciplinary studies and educational technology.
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