Teaching and learning reflexive skills in inter- and transdisciplinary research: A framework and its application in environmental science education

Fortuin, K.P.J.; Koppen, C.S.A. van

doi:10.1080/13504622.2015.1054264

Cited by 29 publications

(27 citation statements)

References 25 publications

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“…Defila et al, 2000; some of these competencies have been pointed out by others as well, e.g. Eagan et al, 2002;Godemann, 2006;Hansmann et al, 2009;Feng, 2012;Fortuin and van Koppen, 2015;Misra et al, 2015): • Being familiar with one's own disciplinary worldview. This relates not only to the perception of (pre-scientific) reality and to how objects of investigation and research questions are constructed, but also to the disciplinary body of knowledge, to the set of commonly used methods, to the values and epistemological interests, and to the social rules of one's own scientific community.…”

Section: Special Challenges Due To a Missing Transmission Of Knowledgmentioning

confidence: 97%

Enabling university educators to equip students with inter- and transdisciplinary competencies

Giulio

Defila

2017

IJSHE

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PurposeInter-and transdisciplinarity are core concepts in almost all ESD competence frameworks and curricula. To equip students with inter-and transdisciplinary competencies is highly demanding for educators. Educators must not only know how to teach students such competencies, but need to be experienced in inter-and transdisciplinary research and must have some technical knowledge about inter-and transdisciplinarity. The paper shows how university educators can be supported in their teaching. Design/methodology/approachThe paper is a case study based on research and on experiences in interdisciplinary teaching and in supporting educators in their interdisciplinary teaching. FindingsThe paper presents a competence framework of interdisciplinary competencies to guide university teachers that has been developed, implemented and refined in interdisciplinary study programmes belonging to the field of ESD. It shows how the professional development of educators could be addressed referring to the experiences in these programmes. The measures presented consist for one thing of interdisciplinary processes among the educators and of measures directly supporting educators in their teaching for another thing. Originality/valueThe case study the paper refers to is of special value first, because the experiences are based on long-standing research and on two decades of experiences. Second, because considerable efforts were made to deliver coherent and consistent interdisciplinary teaching in which interdisciplinarity was not only a teaching subject for the students but showed by the educators as well so that the educators involved did not only talk about competencies for inter-and transdisciplinary collaborations but also set an example in their own doings. KeywordsInterdisciplinarity, transdisciplinarity, interdisciplinary teaching, teaching interdisciplinarity, teaching transdisciplinarity, interdisciplinary competencies Di Giulio, Defila -International Journal of Sustainability in Higher Education, Vol. 18, Nr. 5 -1Enabling university educators to equip students with inter-and transdisciplinary competencies Abstract Purpose

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Section: Special Challenges Due To a Missing Transmission Of Knowledgmentioning

confidence: 97%

Enabling university educators to equip students with inter- and transdisciplinary competencies

Giulio

Defila

2017

IJSHE

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“…Transdisciplinary learning involved in a transdisciplinary research process implies that ideally two parallel joint learning processes are created: a punctual learning process regarding the production of the research output as well as an overall learning process regarding the personal and joint capacity of all involved to do transdisciplinary research (Lang et al 2012;Roux et al 2017). Both learning processes follow the principle of iteration which implies that participants learn from reflecting on their experiences and then develop new concepts for action (and research), based on that reflection (Kolb 1984;Fortuin and van Koppen 2015). An explicit purpose in the development of a TdSTR project is to create, what Kolb and Kolb (2005) call an "educational learning environment" as a process that involves academic and community spaces in which the student generates not only knowledge, but also specific competencies to develop future transdisciplinary research projects.…”

Section: Learning Processes In Transdisciplinary Research and Educationmentioning

confidence: 99%

“…The literature that shows transdisciplinary learning formats emphasises the need to confront students with the real world and its protagonists (Fortuin and van Koppen 2015). The contributions of Scholz et al (2006), which proposes a theoretical framework that includes ontological, epistemological, methodological and organisational aspects that should be included in transdisciplinary training and research processes.…”

Section: Transdisciplinary Student Team Research Within the Seridar Nmentioning

confidence: 99%

Holistic competence orientation in sustainability-related study programmes: lessons from implementing transdisciplinary student team research in Colombia, China, Mexico and Nicaragua

2019

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This article contributes with a tested transdisciplinary learning format to the discussion about strategies to increase regional relevance and competence orientation of higher education in the fields of sustainability and rural development. In the Latin American-European network "Rural Society, Economy and Natural Resources-Integrating Competence in Rural Development" (SERIDAR), scientists and practitioners in rural areas have jointly elaborated research problems, which were then investigated-among other formats-by interdisciplinary teams of students within related study programmes. These projects had dual purposes: conveying essential professional competences to students and generating knowledge for and with participating rural actors. Linking approaches of transdisciplinary research and competence-oriented curriculum development, universities thus increased their efforts to fulfil their societal tasks and contribute to sustainable problem-solving. This article provides academic staff with insights into the didactic concept, tested and adapted in Mexico, Colombia, Nicaragua and China according to local conditions. Results of a comprehensive evaluation and systematisation process on local and international level are presented, as well as conclusions on factors and conditions necessary for the implementation and integration of transdisciplinary and problem-based student team research into university curricula as well as on this format as an element of collaboration for problem-solving in multi-stakeholder platforms.

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“…Neste quadro, apesar de se reconhecer a importância da formação teórica e o estímulo para a realização da reflexão, seria importante integrar estratégias de reflexão, através do "scaffolding" (ajuda de alguém mais capaz nos problemas mais difíceis de resolver, mas progressivamente concede autonomia à medida que o aprendiz consegue resolvê-los por si mesmo) (18) , no desenvolvimento da capacidade de reflexão dos PE's (6) .…”

Section: A Provocação Para a Reflexão Induzida Pela Professora Cooperunclassified

Evolução da capacidade de reflexão de uma Professora Estagiária de Educação Física no ensino dos Jogos Desportivos Coletivos

Azevedo¹

2017

RPCD

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Teaching and learning reflexive skills in inter- and transdisciplinary research: A framework and its application in environmental science education

Cited by 29 publications

References 25 publications

Enabling university educators to equip students with inter- and transdisciplinary competencies

Enabling university educators to equip students with inter- and transdisciplinary competencies

Holistic competence orientation in sustainability-related study programmes: lessons from implementing transdisciplinary student team research in Colombia, China, Mexico and Nicaragua

Evolução da capacidade de reflexão de uma Professora Estagiária de Educação Física no ensino dos Jogos Desportivos Coletivos

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