Das Konzept ,,Reallabor” schärfen: Ein Zwischenruf des <i>Reallabor 131: KIT findet Stadt</i>

Parodi, Oliver; Albiez, Marius; Beecroft, Richard; Meyer-Soylu, Sarah; Quint, Alexandra; Seebacher, Andreas; Trenks, Helena; Waitz, Colette

doi:10.14512/gaia.25.4.11

Cited by 14 publications

(6 citation statements)

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“…To date, to the best of the authors' knowledge, there is still a lack of research on RWLs as a teaching and learning approach (Krütli et al, 2018), which neglects great potentials of the RWL format. To the best of the authors' knowledge, there are only two exceptions, the research by Parodi and colleagues (Parodi et al, 2016), who analyse one of the first RWLs established in Karlsruhe (Germany) and the aforementioned research of Singer-Brodowski et al (2018).…”

Section: Learning and Knowledge Production In Real-world Laboratoriesmentioning

confidence: 99%

Real-world experiments as a teaching and learning approach for sustainable consumption education

Hirscher,

Iran,

Schrader

et al. 2024

IJSHE

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Purpose This paper aims to propose and evaluate an innovative approach to education for sustainable consumption (ESC) which empowers teenagers and young adults to improve sustainable consumption competences. This approach combines pedagogical learning approaches such as real-world learning (e.g. experiential learning and research-based learning) with transformative and transdisciplinary research approaches (i.e. real-world laboratory research). Design/methodology/approach Through a transdisciplinary research design, the authors explore if real-world experiments (RWEs) offer a suitable approach for sustainable consumption education at schools. RWEs are a research approach for knowledge production, aiming to go beyond temporary interventions, to establish semi-permanent spaces for sustainability transformation and reflexive learning. To evaluate this proposal, the authors study already existing active teaching and learning approaches developed within and for ESC and put these in perspective, to define and understand the RWEs. Findings Insights from a transdisciplinary research project which applied RWEs as a teaching and learning approach in German schools complement conceptual considerations. As a result, advantages, such as the development of core competencies among learners, but also challenges experienced, are illustrated. Though, the challenges found are not unique to the RWE, rather they point out important potentials for ESC through suggesting systematic changes in educational institutions and teaching approaches. Originality/value This paper explores RWEs as an active and participatory teaching and learning approach for sustainable consumption education at schools and delivers practical insights and a definition of RWEs as an innovative teaching and learning approach.

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Section: Learning and Knowledge Production In Real-world Laboratoriesmentioning

confidence: 99%

Real-world experiments as a teaching and learning approach for sustainable consumption education

Hirscher,

Iran,

Schrader

et al. 2024

IJSHE

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“…RwLs are a new format of transdisciplinary and transformative research. Initially conceptualized to address the need for "scientifically designed spaces of collaborative sustainability research involving intervention" [1] (p. 512), they have subsequently been defined based on first practical experience along seven key characteristics: 1. research-orientation, 2. normativity, 3. transdisciplinarity, 4. transformative approach, 5. inclusion of civil society, 6. long-term orientation, and 7. lab character [2,3]. Subsequently, this last point-the role of RwLs as a supportive structure to facilitate interventions, experiments, or transformative processes-has gained interest.…”

Section: Rwls and The Role Of Learningmentioning

confidence: 99%

“…While this argument took learning to the level of society as a whole and showed the interrelation between individual and societal learning, the practical conclusions on how RwLs were supposed to support such learning methodically stayed vague. The integration of learning theory and didactical concepts was marked as a blind spot of methodological development [3] (p. 7) while the relevance of concepts such as social learning [2,9] and learning cycles [10] have been emphasized further. In 2018, also the empowerment of change agents and capacity building have been suggested as key components of an RwL [10], pointing out the integral role of learning in a transformation process.…”

Section: Rwls and The Role Of Learningmentioning

confidence: 99%

“…Exchange Social learning [2,9] Social learning [39] Interactive and collective learning [30] Reflection Experimental and reflexive mode of work [4], Field of tension: active experimentation vs. reflective observation [17] "provides space and time for learning, reflection and development of alternative solutions" [35] Experiment "searching and learning processes (doing by learning and learning by doing)" [35] (p. 119)…”

Section: Forms Of Learningmentioning

confidence: 99%

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Embedding Higher Education into a Real-World Lab: A Process-Oriented Analysis of Six Transdisciplinary Project Courses

Beecroft

2018

Sustainability

Self Cite

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Since the early days of the emerging research format of Real-world Labs (RwLs), higher education plays a vital role in them. Examples have been presented on teaching activities in RwLs, but the reasons for and evidence of their inclusion stays limited. To start a systematic discussion on the embedding of higher education in RwLs, this paper presents the case of six Transdisciplinary Project Courses carried out in the RwL “District Future—Urban Lab” in Karlsruhe/Germany. The paper presents the discourses on the role of learning in RwLs and compares it to those on Transition Labs and Urban Living Labs. To offer a new approach to address this aspect, the paper introduces a social practice perspective to map out the interrelations between an RwL and higher education therein. The detailed analysis of the processes is used to identify the potential of the RwL to support learning. It shows that all dimensions of social practice can be identified in the interplay between Real-world Lab and Transdisciplinary Project Courses, even though to a very different degree and in different phases. The text closes with lessons learned for teaching project courses in RwLs and similar labs.

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“…This means, transdisciplinarity is not identical to an RwL but is rather a scientific means to propel it. While teaching is a widely absent component in discussions about RwLs (for an exception see, e.g., Parodi et al 2016, Singer-Brodowski et al 2018, in this issue), teaching has been important for many years in transdisciplinary activities (e. g., at ETH Zurich, Leuphana Lüneburg and elsewhere).…”

mentioning

confidence: 99%

Sustainability Learning Labs in Small Island Developing States: A Case Study of the Seychelles

Krütli¹,

Pohl²,

Stauffacher³

2018

GAIA - Ecological Perspectives for Science and Society

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The teaching component is widely lacking in the discussion of real-world laboratories. We introduce a sustainability learning lab, where students both profit from this platform and also contribute to the success of the lab.In the discussion of real-world laboratories, the teaching component is widely lacking. We address this by introducing a prototype of a sustainability learning lab (SLL) in the global South using a case study of the Seychelles as an example. In 2015 the Transdisciplinarity Lab (TdLab) of ETH Zurich initiated a long-term collaboration with the University of Seychelles (UniSey) and the Ministry of Environment, Energy and Climate Change (MEECC). Teaching activities include transdisciplinary case studies (tdCS) for students from UniSey and ETH, alternated with courses for UniSey only. BSc and MSc theses as well as internships complement these. In 2016 the TdLab, UniSey and MEECC jointly decided to focus on solid waste in a tdCS that engaged 18 ETH and 18 UniSey students with diverse backgrounds. This collaborative approach in a real-world setting with students from different cultures and engaging with a broad range of stakeholders is promising. Students managed to bring novel observations and insights to the surface. Thus, students both profit from this learning platform and also contribute substantially to the further development of the SLL.

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Das Konzept ,,Reallabor” schärfen: Ein Zwischenruf des Reallabor 131: KIT findet Stadt

Cited by 14 publications

References 0 publications

Real-world experiments as a teaching and learning approach for sustainable consumption education

Real-world experiments as a teaching and learning approach for sustainable consumption education

Embedding Higher Education into a Real-World Lab: A Process-Oriented Analysis of Six Transdisciplinary Project Courses

Sustainability Learning Labs in Small Island Developing States: A Case Study of the Seychelles

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