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

References

• Aronson, L. 2010. “Twelve Tips for Teaching Reflection at All Levels of Medical Education.” Medical Teacher 33 (3): 200–205. doi:10.3109/0142159X.2010.507714.
   PubMed Web of Science ®Google Scholar
• Bergmann, M., T. Jahn, T. Knobloch, W. Krohn, C. Pohl, and E. Schramm. 2012. Methods for Transdisciplinary Research; A Primer for Practice. Frankfurt on Main: Camper Verlag GmbH.
   Google Scholar
• Bursztyn, M., and J. Drummond. 2013. “Sustainability Science and the University: Pitfalls and Bridges to Interdisciplinarity.” Environmental Education Research 20 (3): 313–332. doi:10.1080/13504622.2013.780587.
   Web of Science ®Google Scholar
• De Groot, W. 1986. “Waarden in analyse, waarden in actie en waarden in de maak: normativiteit in milieukunde en ecologie [Values in Analysis, Values in Action and Values in Design: Norms and Values in Environmental Science and Ecology].” In Milieufilosofie tussen theorie en praktijk, edited by W. Achterberg and W. Zweers, 135–173. Utrecht: Van Arkel.
   Google Scholar
• Dyke, M. 2009. “An Enabling Framework for Reflexive Learning: Experiential Learning and Reflexivity in Contemporary Modernity.” International Journal of Lifelong Education 28 (3): 289–310. doi:10.1080/02601370902798913.
   Google Scholar
• Eigenbrode, S. D., M. O'Rourke, J. D. Wulfhorst, D. M. Althoff, C. S. Goldberg, K. Merrill, W. Morse, et al. 2007. “Employing Philosophical Dialogue in Collaborative Science.” BioScience 57 (1): 55–64. doi:10.1641/B570109.
   Web of Science ®Google Scholar
• Feng, L. 2011. “Teacher and Student Responses to Interdisciplinary Aspects of Sustainability Education: What Do We Really Know?” Environmental Education Research 18 (1): 31–43. doi:10.1080/13504622.2011.574209.
   Web of Science ®Google Scholar
• Field, A. 2009. Discovering Statistics Using SPSS. 3rd ed. London: Sage.
   Google Scholar
• Fortuin, K. P. J., and S. R. Bush. 2010. “Educating Students to Cross Boundaries between Disciplines and Cultures and between Theory and Practice.” International Journal of Sustainability in Higher Education 11 (1): 19–35. doi:10.1108/14676371011010020.
   Web of Science ®Google Scholar
• Fortuin, K. P. J., C. S. A. van Koppen, and C. Kroeze. 2013. “The Contribution of Systems Analysis to Training Students in Cognitive Interdisciplinary Skills in Environmental Science Education.” Journal of Environmental Studies and Sciences 3 (2): 139–152. doi:10.1007/s13412-013-0106-3.
   Google Scholar
• Fortuin, K. P. J., C. S. A. van Koppen, and R. Leemans. 2011. “The Value of Conceptual Models in Coping with Complexity and Interdisciplinarity in Environmental Sciences Education.” BioScience 61 (10): 802–814. doi:10.1525/bio.2011.61.10.10.
   Web of Science ®Google Scholar
• Godemann, J. 2008. “Knowledge Integration: A Key Challenge for Transdisciplinary Cooperation.” Environmental Education Research 14 (6): 625–641. doi:10.1080/13504620802469188.
   Web of Science ®Google Scholar
• Hammer, M. R. 2011. “Additional Cross-cultural Validity Testing of the Intercultural Development Inventory.” International Journal of Intercultural Relations 35 (4): 474–487. doi:10.1016/j.ijintrel.2011.02.014.
   Web of Science ®Google Scholar
• Hammer, M. R., M. J. Bennett, and R. Wiseman. 2003. “Measuring Intercultural Sensitivity: The Intercultural Development Inventory.” International Journal of Intercultural Relations 27 (4): 421–443. doi:10.1016/S0147-1767(03)00032-4.
   Web of Science ®Google Scholar
• Ison, R. 2008. “Methodological Challenges of Trans-disciplinary Research: Some Systemic Reflections.” Natures Sciences Sociétés 16 (3): 241–251. doi:10.1051/nss:2008052.
   Google Scholar
• Jahn, T. 2008. “Transdisciplinarity in the Practice of Research.” In Transdisziplinaere Forschung. Integrative Forschungsprozesse verstehen und bewerten, edited by Matthias Bergmann and Engelbert Schramm, 21–37. Frankfurt: Campus Verlag. www.isoe.de/english/ftp/Jahn_2008_Transdisciplinarity.pdf.
   Google Scholar
• Jahn, T., M. Bergmann, and F. Keil. 2012. “Transdisciplinarity: Between Mainstreaming and Marginalization.” Ecological Economics 79: 1–10.10.1016/j.ecolecon.2012.04.017
   Web of Science ®Google Scholar
• Kueffer, C., E. Underwood, G. Hirsch Hadorn, R. Holderegger, M. Lehning, C. Pohl, M. Schirmer, et al. 2012. “Enabling Effective Problem-oriented Research for Sustainable Development.” Ecology and Society 17 (4): 8. doi:10.5751/es-05045-170408.
   Web of Science ®Google Scholar
• Lang, D. J., A. Wiek, M. Bergmann, M. Stauffacher, P. Martens, P. Moll, M. Swilling, and C. J. Thomas. 2012. “Transdisciplinary Research in Sustainability Science: Practice, Principles, and Challenges.” Sustainability Science 7 (1) Supplement: 25–43. doi:10.1007/s11625-011-0149-x.
   Web of Science ®Google Scholar
• Miller, T. R., T. D. Baird, C. M. Littlefield, G. Kofinas, F. S. Chapin III, and C. L. Redman. 2008. “Epistemological Pluralism: Reorganizing Interdisciplinary Research.” Ecology and Society 13 (2): 46 [ Online]. http://www.ecologyandsociety.org/vol13/iss2/art46/.
   Web of Science ®Google Scholar
• Miller, T., A. Wiek, D. Sarewitz, J. Robinson, L. Olsson, D. Kriebel, and D. Loorbach. 2014. “The Future of Sustainability Science: A Solutions-oriented Research Agenda.” Sustainability Science 9 (2): 239–246. doi:10.1007/s11625-013-0224-6.
   Web of Science ®Google Scholar
• Polk, M., and P. Knutsson. 2008. “Participation, Value Rationality and Mutual Learning in Transdisciplinary Knowledge Production for Sustainable Development.” Environmental Education Research 14 (6): 643–653. doi:10.1080/13504620802464841.
   Web of Science ®Google Scholar
• Scholz, R. W. 2011. Environmental Literacy in Science and Society: From Knowledge to Decisions. Cambridge: Cambridge University Press.10.1017/CBO9780511921520
   Google Scholar
• Scholz, R. W., D. J. Lang, A. Wiek, A. I. Walter, and M. Stauffacher. 2006. “Transdisciplinary Case Studies as a Means of Sustainability Learning; Historical Framework and Theory.” International Journal of Sustainability in Higher Education 7 (3): 226–251. doi:10.1108/14676370610677829.
   Google Scholar
• Smith, E. 2011. “Teaching Critical Reflection.” Teaching in Higher Education 16 (2): 211–223. doi:10.1080/13562517.2010.515022.
   Web of Science ®Google Scholar
• Steiner, G., and A. Posch. 2006. “Higher Education for Sustainability by Means of Transdisciplinary Case Studies: An Innovative Approach for Solving Complex, Real-world Problems.” Journal of Cleaner Production 14 (9–11): 877–890.10.1016/j.jclepro.2005.11.054
   Web of Science ®Google Scholar
• Thompson, N., and J. Pascal. 2012. “Developing Critically Reflective Practice.” Reflective Practice 13 (2): 311–325. doi:10.1080/14623943.2012.657795.
   Google Scholar
• Van der Lecq, R., K. Scager, R. De Graaff, J. Nab, O. Lie, and L. Schreel. 2006. “Interdisciplinair leren denken.” Onderzoek van Onderwijs 35: 60–66.
   Google Scholar
• Vincent, S., and W. Focht. 2011. “Interdisciplinary Environmental Education: Elements of Field Identity and Curriculum Design.” Journal of Environmental Studies and Sciences 1 (1): 14–35. doi:10.1007/s13412-011-0007-2.
   Google Scholar
• Wagner, T., L. Baum, and P. Newbill. 2013. “From Rhetoric to Real World: Fostering Higher Order Thinking through Transdisciplinary Collaboration.” Innovations in Education and Teaching International 51 (6): 664–673. doi:10.1080/14703297.2013.796726.
   Web of Science ®Google Scholar