Learning to research environmental problems from a functional socio‐cultural constructivism perspective

Abstract

Purpose -The purpose of this paper is to present the transdisciplinary case study (TCS) as a learning framework based on what we call functional socio-cultural constructivism and project-based learning (PBL). In doing so, the paper attempts to illustrate the applicability of TCS to learn competencies and skills necessary to research problems of sustainable development. Design/methodology/approach -TCS is considered a learning framework based on the principle of self-regulated learning; i.e. students must actively deal with the requirements as well as plan and execute their project work within their own worldviews and goals. TCS methods are essential as we tackle complex real-world problems. Findings -The paper discusses challenges and obstacles of such an approach and present lessons learned since 1994, on both the viewpoints of students and of teachers. It conclude that case study learning is a demanding task, especially in a transdisciplinary context where more challenges emerge than in PBL, since goals of teachers, case agents, and students have to be balanced. Practical implications -TCS or courses like it are important for universities at the present time. Under present budget restrictions and a wide-ranging mistrust of society toward universities, there is a necessity for a new contract between society and research: students should learn to take over responsibility in societal contexts and be able to communicate beyond the "ivory tower". Originality/value -The learning goals of TCS differ from the goals of most university courses. They are more comprehensive and include complex problem solving, societal context, and group processes. The ambitious goal is that students become enabled to tackle complex, real-world problems.

Transdisciplinarity in higher education for sustainability: How discourses are approached in engineering education

“…In general Td has been stated differently, whether focusing on philosophical reflection, critique, or the role of science in society where interdisciplinary research occurs when there is collaboration between academics, whereas transdisciplinarity involves cooperation with nonacademics (Balsiger, 2004;Lang et al, 2012;Scholz et al, 2006;Stauffacher et al, 2006). Meanwhile, Thomson Klein (2004; noting the increasing of Td approaches, proposed three aroused major discourses on Td: transcendence, problem solving, and transgression.…”

The Role of Transacademic Interface Managers in Transformational Sustainability Research and Education

“…As stated earlier, in this article, we go beyond the basic format of transacademic or participatory sustainability research and highlight transacademic research that actively involves students and therefore provides a unique educational setting [6,7,23]. We focus on the role of TIMs in such transacademic sustainability research and education projects, with special attention to the requirements that stem from the educational settings.…”

“…As different communities of scholars and professionals have made significant progress in transacademic interface management over the past 15 years, there are quite rich experiences available that can inform the professional practice of the TIM. The compilation of TIM's tasks, capacities, and training opportunities presented in this article is based on a variety of sources: literature reviews (Section 2); research on the role of TIMs in sustainability research projects with educational opportunities at six universities [7]; and the authors' experiences from working in such projects at the Swiss Federal Institute of Technology Zurich, the University of British Columbia, Vancouver, and Arizona State University over the last 10 years, e.g., [2,4,6,13,23]. This synthesis article is intended to support universities in organizing participatory sustainability research and education more effectively and to offer students an additional career perspective.…”

Las hipótesis de transición como herramienta didáctica para la Educación Ambiental

“…Adquieren especial relevancia aspectos propios de la corriente socioconstructivista, en la que la perspectiva del aprendiz, la consideración de sus intereses y su motivación, todo ello canalizado a través de las emociones, tienen una influencia considerable sobre lo que sucede en el aula y sobre el éxito del aprendizaje (Zembylas, 2005). Y además se potencia el trabajo en torno a problemas, es decir, planteando situaciones cotidianas, cercanas, y que intenta involucrar a los alumnos en las investigaciones (Stauffacher et al, 2006).…”