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

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.

Keywords:

• interdisciplinarity
• transdisciplinarity
• reflexive skills
• environmental research
• teaching and learning
• environmental science

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The numbers between square brackets refer to a particular student. Numbers 401–430 are participants of EUW-Brno; 501–530 of EUW-Budapest; and 601–630 of EUW-Fosen.

2. The figures between brackets refer to the amount of students who mentioned this in their reflection paper in the order: Brno, Budapest, Fosen.