Teaching and Learning Reflexive Skills in Inter- and Transdisciplinary Research: A Framework and Its Application in Environmental Science Education

Autor/inn/en	Fortuin, K. P. J.; van Koppen, C. S. A.
Titel	Teaching and Learning Reflexive Skills in Inter- and Transdisciplinary Research: A Framework and Its Application in Environmental Science Education
Quelle	In: Environmental Education Research, 22 (2016) 5, S.697-716 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2015.1054264
Schlagwörter	Environmental Education; Science Education; Teaching Methods; Interdisciplinary Approach; Pretests Posttests; Student Attitudes; Essays; Reflection; Skill Development; Quasiexperimental Design; Role; Values; Workshops; Graduate Students; Statistical Analysis; Foreign Countries; Likert Scales; Scores; Qualitative Research; Questionnaires; Student Interests; Cross Cultural Studies; Interviews; Observation; Czech Republic; Hungary; Norway + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Essay; Aufsatzunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Rollen; Wertbegriff; Lernwerkstatt; Schulung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Statistische Analyse; Ausland; Likert-Skala; Qualitative Forschung; Fragebogen; Studieninteresse; Cultural comparison; Kulturvergleich; Interviewing; Interviewtechnik; Beobachtung; Tschechische Republik; Ungarn; Norwegen
Abstract	A crucial skill for researchers in inter- and transdisciplinary environmental projects is the ability to be reflexive about knowledge and knowledge production. Few studies exist on the operationalization of reflexive skills and teaching and learning strategies that help students master these skills. This research aims to contribute in this direction. We distinguished two components of reflexive skills: (i) assessing the relative contributions of scientific disciplines and non-academic knowledge in addressing environmental issues; (ii) assessing the role of norms and values in research. We developed a framework for teaching and learning reflexive skills and evaluated this framework within a quasi-experimental educational setting involving 3 groups of 30 students. Students' reflexive skills were assessed quantitatively using a pre- and post-test questionnaire. Moreover, students' reflection papers were analysed to get a better understanding of their perspectives on the teaching and learning framework. We show that it is possible to train students in reflexive skills, but it requires a well-designed learning setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01