Suchergebnisse

Can decision makers, including students, operate effectively if they gain their basic knowledge in the traditional, separate disciplcnes and then apply it to the problem in question? Or is problem-focused education preferable? Using examples relating to energy requirements in the built environment, the authors will show how the discipline-based approach can result in knowledge being defined and organized in very different ways from those that follow from a problem-focused approach. Examples show how the notion of appropriate rigor in analysis of problems can lead to organization of the knowledge base in ways that facilitate effective application.