Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education

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Autor/inn/en	Hardy, John G.; Sdepanian, Stephanie; Stowell, Alison F.; Aljohani, Amal D.; Allen, Michael J.; Anwar, Ayaz; Barton, Dik; Baum, John V.; Bird, David; Blaney, Adam; Brewster, Liz; Cheneler, David; Efremova, Olga; Entwistle, Michael; Esfahani, Reza N.; Firlak, Melike; Foito, Alex; Forciniti, Leandro; Geissler, Sydney A.; Guo, Feng; Hathout, Rania M.; Jiang, Richard; Kevin, Punarja; Leese, David; Low, Wan Li; Mayes, Sarah; Mozafari, Masoud; Murphy, Samuel T.; Nguyen, Hieu; Ntola, Chifundo N. M.; Okafo, George; Partington, Adam; Prescott, Thomas A. K.; Price, Stephen P.; Soliman, Sherif; Sutar, Papri; Townsend, David; Trotter, Patrick; Wright, Karen L.
Titel	Potential for Chemistry in Multidisciplinary, Interdisciplinary, and Transdisciplinary Teaching Activities in Higher Education
Quelle	In: Journal of Chemical Education, 98 (2021) 4, S.1124-1145 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hardy, John G.) ORCID (Stowell, Alison F.) ORCID (Mozafari, Masoud) ORCID (Murphy, Samuel T.) ORCID (Prescott, Thomas A. K.) ORCID (Townsend, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.0c01363
Schlagwörter	Chemistry; Science Instruction; Interdisciplinary Approach; Higher Education; Teaching Methods; STEM Education; Learning Activities; Educational Administration; Curriculum Design; Inclusion; Industry; Employment + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Lernaktivität; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lehrplangestaltung; Inklusion; Industrie; Dienstverhältnis
Abstract	For some professionally, vocationally, or technically oriented careers, curricula delivered in higher education establishments may focus on teaching material related to a single discipline. By contrast, multidisciplinary, interdisciplinary, and transdisciplinary teaching(MITT) results in improved affective and cognitive learning and critical thinking, offering learners/students the opportunity to obtain a broad general knowledge base. Chemistry is a discipline that sits at the interface of science, technology, engineering, mathematics, and medicine(STEMM) subjects (and those aligned with or informed by STEMM subjects). This article discusses the significant potential of inclusion of chemistry in MITT activities in higher education and the real-world importance in personal, organizational, national, and global contexts. It outlines the development and implementation challenges attributed to legacy higher education infrastructures (that call for creative visionary leadership with strong and supportive management and administrative functions), and curriculum design that ensures inclusivity and collaboration and is pitched and balanced appropriately. It concludes with future possibilities, notably highlighting that chemistry, as a discipline, underpins industries that have multibillion dollar turnovers and employ millions of people across the world. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01