Examining design characteristics that make CBL challenges work and what should be done to support interdisciplinarity in innovation space education.

This project examines how transdisciplinary learning emerges in a multidisciplinary CBL course design. By studying stakeholder interaction, learning gains, and student motivation, it aims to generate guidelines for effective transdisciplinary education.

Beginning professionals in general and student teachers in particular, often feel anxiety about their workplace (teaching) tasks (cf. Kyriacou, 2001). This anxiety impedes their ability to perform in a classroom because it prevents them from achieving their desired goals such as managing a group of students, high-­‐quality transfer of knowledge and skills, and gathering good learning results (Dur…