Factors that Influence Multidisciplinary Teamwork in a Challenge-Based Learning Course

For our students to work on the global challenges facing humankind, they should be raised to appreciate the importance of science and engineering in real-life contexts. Challenge-based learning (CBL) courses have merit in accomplishing this goal by facilitating students' innovative solutions to authentic, complex problems. The fundamental characteristics of CBL include real-world challenges, collaboration, and multidisciplinarity. The presented work describes a CBL course where applied physics and mechanical engineering students worked in multidisciplinary teams. An instrumental case study was conducted to identify factors that influence multidisciplinary teamwork in this CBL course. Data were collected using interviews, reflection reports, and observations of team meetings. Transcribed video recordings were searched for instances of demonstrating the codes revealed with analysis of interview transcripts and reflection reports. The research results showed the significant factors influencing multidisciplinary teamwork: a) disciplinary connections to the challenge, b) receiving tutor guidance, c) making presentations in teams, d) exchanging science and engineering perspectives, e) readings and videos on course Canvas, and f) student motivation. Implications are discussed, and suggestions for future research and practice are presented.</p

Science Education in The Netherlands

In this book, it is aimed to examine the science education systems of the countries that are in the top ranks of science achievement in PISA and TIMSS studies. The general structure of the education system in the selected countries, the general structure of science education and the curriculum, how classroom science teaching practices and learning are evaluated, and finally, the science performances of the relevant country in international evaluations are examined. It is thought that knowing the structure of science education in the education systems of countries that are at the top of large-scale applications such as PISA and TIMMS, in which the science achievement of students are measured, can give an idea to curriculum developers and science educators about revisions to the science curriculum. Again, it is thought that having knowledge on this subject can encourage teachers and teacher candidates to stand out in the innovative practices they will implement in their teaching in the future