A crucial skill for researchers involved in inter- and transdisciplinary projects is the ability to reflect not only on the problem and its solutions but also on the process of knowledge production itself. In other words, these researchers require reflexive skills. Reflexive skills refer to the ability of researchers to question the different sorts of knowledge used, to recognize the epistemological and normative aspects involved, and to reflect on their own and others' roles in these knowledge processes (Fortuin and van Koppen 2015). Literature shows that reflexivity in interdisciplinary and transdisciplinary research is important, yet difficult to learn (Miller et al. 2008, Godemann 2008, Kueffer et al. 2012). Reflexive skills need to be trained. Existing literature provides, however, little specific guidance on how to do so. The research presented in this paper aimed at developing and evaluating a teaching and learning strategy for reflexive skills in interdisciplinarity and transdisciplinarity specifically.
|Title of host publication||Conference Proceedings|
|Subtitle of host publication||Competence 2016: International conference on Competence theory, research and practice|
|Place of Publication||Wageningen|
|Publisher||Wageningen University & Research|
|Publication status||Published - 2016|
|Event||Competence 2016: International conference on competence theory, research and practice - Wageningen University, Wageningen, Netherlands|
Duration: 19 Oct 2016 → 21 Oct 2016
|Abbreviated title||Competence 2016|
|Period||19/10/16 → 21/10/16|
Fortuin, K. P. J., & van Koppen, C. S. A. (2016). Teaching and learning reflexivity in problem-oriented inter- and transdisciplinary research. In Conference Proceedings: Competence 2016: International conference on Competence theory, research and practice (pp. 209-213). Wageningen University & Research.