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达芬奇项目:通过跨学科的基于挑战的学习和设计思维来教育可持续发展变革者
Fieke Sluijs1, Sabine G Uijl2, Eelco T C Vogt1
1Inorganic Chemistry and Catalysis Group, Institute for Sustainable and Circular Chemistry (ISCC), Department of Chemistry, Faculty of Science, Utrecht University, Universiteitsweg 99, 3584 CG Utrecht, The Netherlands.
Journal of chemical education
|October 14, 2024
概括
高等教育化学课程可以通过整合跨学科的基于挑战的学习和设计思维来培养可持续发展的变革者能力. 这种方法为学生提供了导航可持续性转型的必要技能,包括可持续化学.
科学领域:
- 环境科学和化学教育教育环境科学和化学教育
- 高等教育教学的教学.
背景情况:
- 传统的化学教育往往未能为学生提供可持续性转型所需的技能和态度.
- 越来越需要能够推动科学领域向可持续实践转变的专业人士.
研究的目的:
- 探索通过跨学科的基于挑战的学习和设计思维来增强高等教育课程的有效性.
- 在化学学位课程中培养本科生可持续性变革者能力.
主要方法:
- 实施达芬奇项目,乌得勒支大学的一个荣誉项目,将基于挑战的学习与设计思维相结合.
- 五年的经验和对学生学习成果的反思在课程内.
主要成果:
- 基于设计思维的跨学科挑战教育独特地培养了关键的可持续发展变革者能力.
- 学生培养了关键技能,包括协作,沟通,创造性思维,整合性问题解决和利益相关者参与.
结论:
- 这种教学方法为学生提供了宝贵的机会,以培养开放,同情和弹性等基本态度.
- 综合学习模式为学生准备应对复杂的可持续性挑战,包括向可持续化学过渡.
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