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

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....
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Gespeichert in:

Autor*in:	Fortuin, K.P.J [verfasserIn] Koppen, C.S.A., van

Format:	Artikel
Sprache:	Englisch

Erschienen:	2015

Rechteinformationen:	Nutzungsrecht: © Wageningen UR

Schlagwörter:	Leerstoelgroep Milieubeleid Environmental Policy Leerstoelgroep Milieusysteemanalyse Environmental Systems Analysis Group

Übergeordnetes Werk:	Enthalten in: Environmental education research - Abingdon, Oxfordshire : Routledge Journals, Taylor & Francis, 1995, (2015)
Übergeordnetes Werk:	year:2015

Links:	Link aufrufen

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title_sort	teaching and learning reflexive skills in inter- and transdisciplinary research: a framework and its application in environmental science education (online first)
title_auth	Teaching and learning reflexive skills in inter- and transdisciplinary research: A framework and its application in environmental science education (online first)
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.
abstractGer	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.
abstract_unstemmed	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.
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up_date	2024-07-03T19:28:29.629Z
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Teaching and learning reflexive skills in inter- and transdisciplinary research: A framework and its application in environmental science education (online first)

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