8D -
Tracks
Track 4
| Thursday, July 11, 2024 |
| 1:45 PM - 2:10 PM |
| Room E2 |
Speaker
Dr Hui Ting Chng
National University of Singapore
1:45pm - 2.10pm Developing polymathic thinking skills of science and humanities undergraduates through a comparative observational exercise: an evaluation
1:45 PM - 2:10 PMFinal abstract
Focus
Presentation of research outcome
Background/context
In today’s volatile and uncertain world, interdisciplinary approaches are crucial for solving complex problems (Araki & Cotellessa, 2020). Polymaths, skilled at navigating across various disciplines with depth and breadth, have driven numerous innovations (Burke, 2020; Root-Bernstein, 2003). Polymaths use analogies and shift perspectives frequently (Sriraman, 2009).
Description of the research, initiative or practice
A series of "comparative observational exercise" (COE) comprising “arts identification”, “science experimentation” and “innovation” exercises were designed to develop polymathic thinking skills in an interdisciplinary course. This study aimed to evaluate the impact of COE on the development of polymathic thinking skills.
Method(s)
A baseline trait polymathy survey was conducted. After each exercise, students reflected on the thinking skills used.
Evidence
76% of 139 respondents pursue at least two avocations outside their primary majors, with the arts (photography, music, dance etc) being the most popular pursuits regardless of primary majors. Thematic analysis of two separate reflections post-arts identification and science experimentation exercises revealed a few common skills (“critical thinking”, “creativity”, “observation” and “attention to detail”) used in both exercises. The skills identified to be unique to each exercise were the methodologies used. This was unsurprising due to disciplinary-specific processes such as embodiment and design of experiment. During the innovation exercise, students proposed new thinking frameworks (27%), physical (24%) and artistic (14%) products that integrate various disciplines, and more.
Contribution
The research contributes to scholarship by demonstrating the effectiveness of a new pedagogical approach (COE) in fostering polymathic thinking skills among students. The survey results offer empirical evidence on students' trait polymathy. Students used polymathic thinking skills such as observing and body-thinking (Root-Bernstein & Root-Bernstein, 2004) and applied them successfully in the innovation exercise.
Engagement
An observational exercise followed by conversation prompts.
Presentation of research outcome
Background/context
In today’s volatile and uncertain world, interdisciplinary approaches are crucial for solving complex problems (Araki & Cotellessa, 2020). Polymaths, skilled at navigating across various disciplines with depth and breadth, have driven numerous innovations (Burke, 2020; Root-Bernstein, 2003). Polymaths use analogies and shift perspectives frequently (Sriraman, 2009).
Description of the research, initiative or practice
A series of "comparative observational exercise" (COE) comprising “arts identification”, “science experimentation” and “innovation” exercises were designed to develop polymathic thinking skills in an interdisciplinary course. This study aimed to evaluate the impact of COE on the development of polymathic thinking skills.
Method(s)
A baseline trait polymathy survey was conducted. After each exercise, students reflected on the thinking skills used.
Evidence
76% of 139 respondents pursue at least two avocations outside their primary majors, with the arts (photography, music, dance etc) being the most popular pursuits regardless of primary majors. Thematic analysis of two separate reflections post-arts identification and science experimentation exercises revealed a few common skills (“critical thinking”, “creativity”, “observation” and “attention to detail”) used in both exercises. The skills identified to be unique to each exercise were the methodologies used. This was unsurprising due to disciplinary-specific processes such as embodiment and design of experiment. During the innovation exercise, students proposed new thinking frameworks (27%), physical (24%) and artistic (14%) products that integrate various disciplines, and more.
Contribution
The research contributes to scholarship by demonstrating the effectiveness of a new pedagogical approach (COE) in fostering polymathic thinking skills among students. The survey results offer empirical evidence on students' trait polymathy. Students used polymathic thinking skills such as observing and body-thinking (Root-Bernstein & Root-Bernstein, 2004) and applied them successfully in the innovation exercise.
Engagement
An observational exercise followed by conversation prompts.
Biography
Hui Ting Chng, Ph.D., is a Senior Lecturer with the Department of Pharmacy and Pharmaceutical Sciences, National University of Singapore and registered pharmacist with the Singapore Pharmacy Council since 2009. She is a dynamic and passionate educator, with the expertise to bridge the teaching of cross-disciplinary pharmacy practice and pharmaceutical sciences, and interdisciplinary arts and sciences. She is adept at using various active and collaborative learning pedagogies such as jigsaw, fishbowl discussions and visual thinking strategies, underpinned by constructivist, motivational learning, and cognitive load theories, to engage students in their learning. Her education research interests are on interprofessional and interdisciplinary education, active and collaborative learning pedagogy, mentorship, motivation in learning and empathy. Her disciplinary research interests are in the areas of pharmacokinetics of drugs used in veterinary medicine and drug information.
Chair
Joanne Mackintosh
Director Education and Training
Australian Defence Force Academy
