Preparing engineering students for interdisciplinary practice in the workplace requires a meaningful understanding of interdisciplinary learning in engineering practice. Such an understanding could help to address the ongoing issues and concerns of the interdisciplinary learning of engineering students. The review of literature on interdisciplinary engineering education raises a major concern of the speculative approach to formulating learning outcomes of interdisciplinary engineering education, which results from the lack of understanding of how practising engineers engage in interdisciplinary learning in their workplaces. This thesis directly addresses this concern by providing the empirical evidence for a number of learning outcomes, and by identifying the associated learning practices found in three cases of interdisciplinary collaborations between engineers and life science practitioners. It also enhances the understanding of interdisciplinary learning in engineering practice by providing a detailed explanation of why engineers are more likely to engage in those learning practices and how they are more likely to achieve the learning outcomes. The main contribution of this thesis is in assembling the identified learning outcomes and the associated learning practices into one theoretical framework that embodies both the description and the explanation of interdisciplinary learning in engineering practice for a particular subclass – engineering for the life sciences. The framework describes interdisciplinary learning in terms of four epistemic practices and four learning outcomes. Additionally, it includes a contingent causal explanation for those practices and outcomes by validating the underlying causal relationships. The findings of this research could inform the formulation of learning outcomes and the deployment of learning practices in interdisciplinary engineering curricular. In addition, the generalisation of the findings to the education domain suggests practices that can help university students in their intellectual development.

The purpose of the study aimed at gaining a better understanding of how the intended Project Lead the Way (PLTW) curriculum differs from the enacted curricula and what factors impact this. This understanding is important to make the professional development program more meaningful to the immediate needs of the teacher in the classroom. Identifying the factors that contribute to any emerging differences between the curricula helped fill the gap in research on teacher knowledge and beliefs about the use of science and mathematics content in the PLTW classroom. PLTW is an innovative hands-on pre-engineering curriculum designed for K-12 students based on project-based and problem-based learning. It tries to combine math and science principles to present engineering concepts to students in a way that tries to keep up with the rapid changes associated with technology in their everyday world. Multiple case sampling was used to select four teachers based on their years of teaching experience as well as background in science and math. They were interviewed about their knowledge and beliefs about project and problem-based learning. In addition, non-participant observations and teacher beliefs questionnaires were used to triangulate the data for more credible results. A fidelity of implementation rubric was also used to determine how well the teachers were implementing the curriculum. Findings of the study show that there were differences in the way teachers chose to enact the curriculum that were heavily influenced by the curriculum materials, the professional development training and their own personal beliefs about how the curriculum should be enacted. A conceptual model is developed that aims at improving the professional development experiences for the teachers that considers their beliefs.

京都大学 / 新制・課程博士 / 博士(人間・環境学) / 甲第23986号 / 人博第1038号 / 新制||人||244(附属図書館) / 2022||人博||1038(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 西山 教行, 教授 柳瀬 陽介, 教授 倉石 一郎, 教授 ダニエル ムーア / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DFAM

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Mit der Ausschreibung International Virtual Academic Collaboration (IVAC) verfolgt der Förderträger DAAD die Ziele, die Studienangebote an deutschen Hochschulen und deren ausländischen Kooperationshochschulen zu flexibilisieren und den Studierenden einen erweiterten Zugang zur internationalen Hochschulbildung zu ermöglichen. In dem geförderten Projekt Collaborative International, Intercultural & Interdisciplinary Learning (COIIIL) zwischen den Partnerinstitutionen Technische Universität Dresden, Stellenbosch University, Shiraz University und Bucknell University wurden diese Ziele adressiert.

The aim of this thesis is to investigate the processes through which mathematical and gendered subjectivity is constituted, reconstituted and maintained in different situations during Early Childhood Teacher Education (ECE). In three research articles it is investigated how student teachers’ subjectivity constitutions are expressed, formulated and reformulated in different discursive and material practices. With the support of feminist poststructural theories, student teachers’ subjectification processes are investigated in relation to the subject of mathematics, gender, different learning and teaching discourses, materials and environments. During the course of the work a theoretical transit is carried out: from Judith Butler’s theories (1990, 1993 and 1997) to Karen Barad’s (2007, 2008) theoretical territory. The empirical data was collected from three cohorts (2005-2007) of a ten-week long mathematics course included in a one-year ECE course called Investigative Pedagogy – Dialogue Reggio Emilia. Examples of the data include memory stories written by student teachers, pedagogical documentation from different mathematics projects, field notes from action research studies in ECE education, survey results and students’ reports. Methodologically, in relation to the first and second articles the thesis works with feminist discourse analysis, deconstructive and performative methodology and in relation to the third article with diffractive and intra-active methodology. The results show examples of how student teachers constitute mathematical subjectivity through complex networks of social relations, learning discourses, gender, material practices, time, space and place. Taking part in alternative, aesthetic interdisciplinary learning practices changes the understanding of student teachers’ mathematical subjectivity, although not always in predictable or uncomplicated ways. In the shift from a discursive and performative way of understanding mathematical subjectivity to an agentic realistic one, the understanding of mathematical subjectivity is widened to include things, materials and environments. This shift implies a decisive meaning for how pedagogical practices can be viewed and, in the long run, how mathematics didactics can be approached for student teachers and young children alike. / At the time of the doctoral defense, the following papers were unpublished  and had a status as follows: Paper 1: In press. Paper 3: Submitted.

I denna fenomenologiska studie är syftet att utforska och beskriva de erfarenheter och de uppfattningar som lärare i årskurs F–3 har om utomhusundervisning i relation till svenskämnet. Materialet består av intervjuer med sju lärare som jobbar med utomhusundervisning på två olika skolor. Resultatet visar att lärarna ställer sig positivt till att inkludera utemiljöer i sin undervisning sett till elevers lärande, men att undervisningen ställer vissa krav på organisationen och lärarnas arbetsinsatser. Lärarna upplever att schemalagda lektioner utomhus underlättar att utomhus- undervisning genomförs. För att utomhusundervisningen ska bli framgångsrik krävs ofta tillgång till mer personal, kollegialt samarbete samt mer tid för planering. Genom att integrera svenskundervisningen i uterummet med klassrummet upplever lärarna att elever får en tydligare verklighetsförankring av ord och begrepp. Det kan även ge inspiration till textskapande och skapa möjligheter för lekfulla former av lärande inom såväl bokstavsarbete som ordklasser och begrepp. Av resultatet framkommer att lärarna har positiva upplevelser av arbetssättets effekter på eleverna men att det upplevs som svårt att implementera i verksamheten. För att få utomhusundervisningen till ett etablerat arbetssätt inom svenskämnet krävs insatser från skolan, kompetensutveckling om utomhusundervisningens möjligheter samt ett medvetet och flexibelt arbetssätt hos lärarna.

This thesis explores the interdisciplinary approach to learning at Makerzone, a makerspace in Sollentuna, Sweden, and its implications for both students and teachers. Through a combination of methods: observations, interviews, document analysis, and surveys, this project looks into the recognition, benefits, challenges, and support for interdisciplinary work in both makerspaces such as Makerzone and traditional school environments. The results reveal that Makerzone offers a unique learning environment that bridges the gap between theory and practical work, aligning with the learning theories such as constructivism and the sociocultural theory. Students and teachers recognise the importance of merging knowledge from different subjects, preparing students for skills which will be required in the 21st century future workspace. This investigation thereby highlights the benefits of interdisciplinary work, such as enhanced learning experiences, broader understanding of technology, and increased motivation and engagement. Some challenges that were identified include the integration of similar inter-disciplinary projects into the regular school environment, gaps in digital competence for teachers, and gender dynamics in engagement with projects. The study concludes by emphasising the potential of makerspaces like Makerzone in transforming education. By nurturing interdisciplinary learning, promoting real-world applications, and maintaining connections with local industries, makerspaces can provide students with a comprehensive, relevant, and inspiring educational experience. / Detta examensarbete utforskar det ämnesövergripande lärandet på Makerzone, en makerspace i Sollentuna, Sverige, och dess konsekvenser för både elever och lärare. Genom en kombination av metoder: observationer, intervjuer, dokumentanalys och enkäter, undersöker detta projekt förståelse, fördelar, utmaningar och stöd för ämnesövergripande arbete i både makerspaces somMakerzone och traditionella skolmiljöer. Resultaten visar att Makerzone erbjuder en unik inlärningsmiljö som överbryggar klyftan mellan teori och praktiskt arbete, i linje med lärandeteorier som konstruktivism och den sociokulturella teorin. Elever och lärare erkänner vikten av att sammanslå kunskap från olika ämnen, vilket förbereder elever för färdigheter som kommer att krävas i 2000-talets framtida arbetsplatser. Denna undersökning belyser därmed fördelarna med ämnesövergripande arbete, såsom förbättrade inlärningsupplevelser, bredare förståelse för teknik samt ökad motivation och engagemang. Några utmaningar som identifierades inkluderar integrationen av liknande ämnesövergripande projekt i den vanliga skolmiljön, brister i digital kompetens för lärare och könsdynamik i engagemang med projekt. Studien avslutas med att betona makerspaces som Makerzones potential att förvandla utbildning. Genom att fostra ämnesövergripande lärande, främja praktiska tillämpningar och upprätthålla förbindelser med lokala industrier kan makerspaces erbjuda elever en heltäckande, relevant och inspirerande pedagogisk upplevelse.

Made available in DSpace on 2016-04-27T16:59:06Z (GMT). No. of bitstreams: 1 Edvaldo Vale de Sousa.pdf: 5584963 bytes, checksum: b9ad43f9a12fbcf72ed9c4f7aefef216 (MD5) Previous issue date: 2010-06-17 / Secretaria da Educação do Estado de São Paulo / This research aimed to see how an approach based on the use of "Learning Objects", designed in the context of physics can promote the learning of the mathematical concept of function and representations of this concept in high school students and what benefits a computing environment that based on simulations of physical phenomena related to kinematics can bring to a sequence of didactic methodology that takes these students to build that concept. To achieve this goal have been developed three activities approaching interdisciplinary the subjects: a mobile frame; uniform motion (MU); uniformly varied motion (MUV) functions of the 1st and 2nd grade. The activities included simulations on "Learning Objects" and were prepared under conditions of didactic engineering in conjunction with some guiding principles as the effects of didactic contract in relation learner / knowledge / teacher, the student's analysis of the actions proposed by the Theory of Didactic Situations the development and structuring of mathematical problem-situations by Theory Records Offices, and the interdisciplinary aspects between physics and mathematics fields. The subjects of this investigation were the first graders of high school in a school on the outskirts of Sao Bernardo do Campo. The trial was performed in ten sessions that have favored the inclusion digital of 34 students divided into two classes: class A (separated into ten pairs) and class B (separated in seven pairs). The results presented in the achievements of students corroborate the use of "Learning Objects", designed in the context of physics as a technology that can be used in an interdisciplinary approach to the disciplines of physics and mathematics, since they, beyond to motivate students for the appearance of dynamic and interactive simulations that bring reality situations, also present the records of representation in graphical form and algebraic situations, problems intrinsic to the "Learning Objects" that can help in understanding the relationship between the empirical and theoretical. As a result of the interaction student / computer, the students succeeded in completing the graphical programming speed of the phenomenon which determined the constructionist approach of the students in programming situation where sometimes the cycle repeated description-execution-reflection-debugging-description so to achieve the desired result. The use of "Learning Objects" in conjunction with the following methodology and didactic content related interdisciplinary approach led to meaningful learning with the following topics: the meaning and relationship between the coefficients in office hours in MU and MUV and functions 1st and 2nd grade, description of the representation of functions in the records tabular, algebraic and graphic, interpretation and natural language passage record for the record through the algebraic structure of the mathematical phenomenon intrinsic to the problem situation / Este trabalho de pesquisa teve por objetivo verificar como uma abordagem baseada no uso de Objetos de Aprendizagem concebidos no contexto da Física pode promover a aprendizagem do conceito matemático de função e das representações deste conceito em estudantes do ensino médio e que benefícios um ambiente informático baseado em simulações de fenômenos físicos ligados à cinemática pode trazer a uma metodologia de sequência didática que leve esses estudantes a construir esse conceito. Para atingir esse objetivo foram elaboradas três atividades abordando, interdisciplinarmente, os assuntos: referencial de um móvel; movimento uniforme (MU); movimento uniformemente variado (MUV); funções do 1º e 2º graus. As atividades incluíam simulações em Objetos de Aprendizagem e foram elaboradas segundo pressupostos da engenharia didática em articulação com alguns princípios norteadores como os efeitos do Contrato Didático na relação aprendiz/saber/professor, a análise das ações do estudante proposta pela Teoria das Situações Didáticas, o desenvolvimento e a estruturação matemática das situações-problemas pela Teoria dos Registros de Representações e, os aspectos interdisciplinares entre os domínios Física e Matemática. Os sujeitos dessa investigação foram os alunos da primeira série do ensino médio de uma escola estadual da periferia de São Bernardo do Campo. A experimentação foi realizada em dez sessões que privilegiaram com a inclusão digital 34 alunos divididos em duas turmas: turma A separados em dez duplas e turma B em sete duplas. Os resultados apresentados nas realizações dos alunos corroboram o uso de Objetos de Aprendizagem concebidos no contexto da Física como uma tecnologia que pode ser utilizada na abordagem interdisciplinar de conteúdos das disciplinas de Física e Matemática, uma vez que eles, além de motivar os alunos pelo aspecto dinâmico e interativo das simulações que trazem situações da realidade, também, apresentam os registros de representação na forma gráfica e algébrica das situações-problemas intrínsecas aos Objetos de Aprendizagem que podem auxiliar no entendimento da relação entre o empírico e o teórico. Como resultado da interação aprendiz/computador, os alunos conseguiram realizar a programação gráfica do fenômeno velocidade o que configurou a abordagem construcionista dos alunos na situação de programação onde repetiram por vezes o ciclo descrição-execução-reflexão-depuração-descrição até alcançarem o resultado desejado. O uso dos Objetos de Aprendizagem em articulação com a metodologia de sequência didática e a abordagem interdisciplinar de conteúdos afins propiciou a aprendizagem com significado com relação aos seguintes aspectos: o significado e a relação entre os coeficientes nas funções horárias no MU e MUV e as funções do 1º e 2º graus; descrição da representação das funções nos registros tabular, algébrico e gráfico; interpretação e passagem do registro língua natural para o registro algébrico através da estruturação matemática do fenômeno intrínseco à situação-problema

This thesis is a narrative case study that examined the studio art practice of Lead Pencil Studio, a Seattle-based artist collaborative that explore our spatial relationships with architecture through site-specific installations. The case study specifically focused on the work of Daniel Mihalyo and Annie Han (Lead Pencil Studio) while they were at the Visual Arts Center in The University of Texas at Austin for a spring 2013 artist-in-residence program. The research focused specifically on the artists’ day-to-day process, examining the thoughts and actions that went into creating their work, Diffuse Reflection Lab, a two-story plywood structure that examined reflection’s effect on architecture through various vignettes. Through concentrated observations of the Lead Pencil Studio’s work and three semi-structured interviews, this thesis examined how traditional research practices are integrated into the studio art process. By examining the art/research relationship the author also situates this work in the field of practice-based research. While this work specifically focused on the research conducted by a pair of professional artists, it also extends to a broader argument about the role of research in art lessons. Since this thesis is based in art education, it connects the themes observed in the artists’ studio practice to interdisciplinary learning and arts integration. The author ultimately argues that Lead Pencil Studio’s art/research practice can be used in the classroom as an example of transdisciplinary learning and that it models a rigorous approach to creativity within other disciplines. / text