Teaching Wicked Problems in Higher Education: Ways of Thinking and Practising

Autor/inn/en	McCune, Velda; Tauritz, Rebekah; Boyd, Sharon; Cross, Andrew; Higgins, Peter; Scoles, Jenny
Titel	Teaching Wicked Problems in Higher Education: Ways of Thinking and Practising
Quelle	In: Teaching in Higher Education, 28 (2023) 7, S.1518-1533 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Higgins, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1911986
Schlagwörter	Teacher Attitudes; Problems; Global Approach; Foreign Countries; College Faculty; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Problemsituation; Globales Denken; Ausland; Fakultät
Abstract	This paper reports on teachers' perspectives on preparing students for working with 'wicked' problems (Rittel and Webber [1973]. 'Dilemmas in a General Theory of Planning.' "Policy Sciences" 4 (2): 155-169.). These problems are complex, lack clear boundaries, and attempts to solve them -- generally by bringing together multiple stakeholders with contrasting viewpoints -- have unforeseen consequences. Examples include many of the most significant current global challenges. We conducted semi-structured interviews with twenty teachers who focused on wicked problems, and a comparison group of 15 . We used the theoretical lenses 'ways of thinking and practising in the subject area' (Anderson and Hounsell [2007]. 'Knowledge Practices: 'Doing the Subject' in Undergraduate Courses.' "The Curriculum Journal" 18 (4): 463-478. ) and 'figured worlds' (Holland et al. [1998]. "Identity and Agency in Cultural Worlds." Cambridge, MA: Harvard University Press.) to frame our analysis. Our findings elaborate four key aspects of learning for wicked problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01