@book{Nicolescu2013,
author = {Nicolescu, Basarab and Ertas, Atila},
isbn = {0977812960},
pages = {214},
title = {{Transdisciplinary, Theory Practice}},
year = {2013}
}
@article{Gulikers2019,
abstract = {Preparing students for dealing with sustainability issues is a challenge in the field of education. This is a challenge because we don't know exactly what we are educating for, as there are no defined answers or outcomes to the issues; the future is unpredictable. Dealing with these issues requires crossing boundaries between people coming from different ‘practices', e.g., disciplines, cultures, academia versus society, thereby making the learning and working process a challenging but critical learning experience in itself. We argue that education for sustainability should not primarily focus on student content knowledge or development of certain products or answers. It should focus on stimulating students to go through boundary-crossing learning processes critical for getting a grip on the unpredictable future. This allows students to learn to work with ‘others' around the boundaries, and thereby to develop the ability to co-create new knowledge and work towards innovation or transformation for sustainable practice. Building on the boundary crossing theory and using mixed methods and interventions, this design-based study iteratively develops a boundary crossing rubric as an instrument to operationalise student learning in transdisciplinary projects into concrete student behaviour. This rubric in turn can explicate, stimulate and assess student learning and development in transdisciplinary sustainability projects.},
author = {Gulikers, Judith and Oonk, Carla},
doi = {10.3390/su11040969},
issn = {20711050},
journal = {Sustainability (Switzerland)},
number = {4},
title = {{Towards a Rubric for Stimulating and Evaluating Sustainable Learning}},
volume = {11},
year = {2019}
}
@article{L.WahyuniandM.Ruhimat2018,
author = {{L. Wahyuni and M. Ruhimat}},
journal = {J. Pendidik. ILMU Sos},
number = {1},
pages = {76--86},
title = {{EVELOPMENT OF PROJECT ASSESSMENT MODEL FOR MEASURING THE PSYCHOMETRIC ASPECT OF GEOGRAPHY SUBJECT}},
volume = {27},
year = {2018}
}
@article{Biberhofer2004,
author = {Biberhofer, Petra},
isbn = {1467637041},
journal = {International Journal of Sustainability in Higher Education},
pages = {pp. 63 ---- 83},
title = {{Transdisciplinary learning and teaching as answers to urban sustainability challenges}},
volume = {Vol. 18 Is},
year = {2004}
}
@book{Supriatna2016,
address = {Bandung},
author = {Supriatna, Nana},
publisher = {PT. Remaja Rosdakarya},
title = {{Ecopedagogy}},
year = {2016}
}
@article{Trilling2009,
author = {Trilling, Bernie and Fadel, Charles},
isbn = {0002-8614},
title = {{[Bernie{\_}Trilling,{\_}Charles{\_}Fadel]{\_}21st{\_}Century{\_}Skil(BookFi)}},
year = {2009}
}
@article{Hasan2013,
author = {Hasan, Said Hamid},
journal = {International Journal Of Education},
number = {2},
pages = {163--178},
title = {{History Education in Curriculum 2013 :}},
volume = {XIV},
year = {2013}
}
@article{Maryani2009,
abstract = {IPS atau Social Studies mempunyai tugas mulia dan menjadi fondasi penting bagi pengembangan intelektual, emosional, kultural, dan sosial peserta didik, yaitu mampu menumbuhkembangkan cara berfikir, bersikap, dan berperilaku yang bertanggungjawab selaku individual, warga masyarakat, warga negara, dan warga dunia. Selain itu IPS pun bertugas mengembangkan potensi peserta didik agar peka terhadap masalah sosial yang terjadi di masyarakat, memiliki sikap mental positif untuk perbaikan segala ketimpangan, dan terampil mengatasi setiap masalah yang terjadi sehari-hari baik yang menimpa dirinya sendiri maupun yang di masyarakat. Tujuan tersebut dapat dicapai manakala program-program pelajaran IPS di sekolah diorganisasikan secara baik.},
author = {Maryani, Enok},
journal = {vol 9 No 1},
number = {1},
pages = {1--111},
title = {{PENGEMBANGAN PROGRAM PEMBELAJARAN IPS UNTUK MENINGKATKAN KOMPETENSI KETERAMPILAN SOSIAL}},
volume = {9},
year = {2009}
}
@article{Buchanan2015,
abstract = {The teaching of environmental sustainability was explored in five sections of an elementary social studies methods course with pre-service teachers. Using surveys and structured discussions, we identified pre-service teachers' beliefs about environmental sustainability in response to prior experiences, course readings, films, guest lecture, and group activities (e.g., simulations). Findings suggest the subjects' knowledge of environmental sustainability increased as a result of the course. They believed environmental sustainability is a significant global issue meriting attention in the elementary classroom; however, they felt ill prepared to teach sustainability issues to young children in developmentally appropriate ways. Finally, pre-service teachers expressed caring about improving their own consumer behaviors and sought concrete solutions from others in order to do so. Implications for elementary social studies education are discussed.},
author = {Buchanan, Lisa Brown and Crawford, Elizabeth O},
journal = {Social Studies Research and Practice},
number = {2},
pages = {135--158},
title = {{Teaching for Sustainability in a Social Studies Methods Course : Opportunities and Challenges}},
volume = {10},
year = {2015}
}
@article{Park2010,
abstract = {Multidisciplinary learning, interdisciplinary learning and transdisciplinary learning are often used with a similar meaning, but the misunderstanding of these terms may cause a failure of defining learner needs and developing high quality learning design. In this article, the three terms are reviewed in line with learner engagement and are conceptualised according to different types and levels of interactivity. An undergraduate course, named Creative Industries: Making Connections, was designed to deliver various learning modules to over 1200 students from 11 different disciplines in a blended learning mode. A visual communication learning module in the course, in particular, challenges students as well as academic staff to experience transdisciplinary learning. A survey was conducted to evaluate students' learning experience in the visual communication learning module. The results of the survey bring up meaningful implications for the realisation of transdisciplinary learning.},
author = {Park, Ji-Yong and Son, Jeong-Bae},
doi = {10.5172/ijpl.6.1.82},
issn = {2204-0552},
journal = {International Journal of Pedagogies and Learning},
number = {1},
pages = {82--93},
title = {{Transitioning toward Transdisciplinary Learning in a Multidisciplinary Environment}},
volume = {6},
year = {2010}
}
@article{Batmang2016,
author = {Batmang},
journal = {Jurnal Al-Ta'dib},
pages = {44--54},
title = {{PENDEKATAN TRANSDISIPLINER (Suatu Alternatif Pemecahan Masalah Pendidikan)}},
volume = {Vol. 9 No.},
year = {2016}
}
@article{Hasan2007,
author = {Hasan, Said Hamid},
title = {{Disajikan pada Seminar Mengenai Transdisciplinarity di UNJ pada tanggal 29-10-2007 Guru Besar Pendidikan Sejarah, UPI}},
volume = {2},
year = {2007}
}
@article{InternationalBaccalaureateOrganization2014,
abstract = {This carefully-structured reader presents a survey of the whole body of Williams' existing work, providing existing readers with a new perspective on his writings, and new readers with the opportunity to explore his ideas in depth.},
author = {{International Baccalaureate Organization}},
isbn = {9780631213116},
number = {January},
pages = {64},
title = {{Individuals and Societies Guide}},
year = {2014}
}
@book{Somantri2001,
address = {Bandung},
author = {Somantri, Muhammad Numan},
publisher = {PT. Remaja Rosdakarya},
title = {{Menggagas pembaharuan pendidikan IPS}},
year = {2001}
}
@book{Supriatna2016,
address = {Bandung},
author = {Supriatna, Nana},
publisher = {PT. Remaja Rosdakarya},
title = {{Ecopedagogy}},
year = {2016}
}
@book{Papolulis2012,
author = {Papolulis and Pillai},
pages = {1--30},
publisher = {Facing The Future},
title = {{Understanding Sustainability}},
year = {2012}
}
@article{Savage2016,
abstract = {An integrated curriculum that is transdisciplinary in nature seems to be a good fit for 21st Century learning. There are, however, few examples of transdisciplinary curriculum at the K to 12 level. One exception is the International Baccalaureate's Primary Years Programme (PYP) which features transdisciplinary curriculum for students from ages 3 to 12 around the world. This phenomenological study explored the lived experience of 24 PYP educators to deepen understanding of what such a curriculum looks like in practice. Three main themes were identified. The first, " It's a framework " outlines participants' understandings of transdisciplinary teaching and learning and the freedom a transdisciplinary framework can bring. The second theme, " Get on board " , examines participants' thoughts around what is required to successfully implement a transdisciplinary curriculum. The final theme, " Their learning journey " , discusses participants' beliefs around the success of a transdisciplinary curriculum. In general, participants appreciated the transdisciplinarity of the program. Concerns revolved around implementation issues. Suggestions on how to implement transdisciplinary teaching and learning in other contexts are provided.},
author = {Savage, Michael J and Drake, Susan M},
isbn = {1905688555},
issn = {13079298},
journal = {International Electronic Journal of Elementary Education},
number = {1},
pages = {1--20},
title = {{Living transdisciplinary curriculum: Teachers' experiences with the international baccalaureate's primary years programme}},
volume = {9},
year = {2016}
}
@book{InternationalBaccalaureateOrganization2008,
author = {{International Baccalaureate Organization}},
publisher = {International Baccalaureate Organization},
title = {{Social studies scope and sequence}},
year = {2008}
}
@article{Taylor2008,
abstract = {What is a review of the literature? A literature review is an account of what has been published on a topic by accredited scholars and researchers. Occasionally you will be asked to write one as a separate assignment (sometimes in the form of an annotated bibliography—see the bottom of the next page), but more often it is part of the introduction to an essay, research report, or thesis. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries.},
author = {Taylor, Dena and Procter, Margaret},
doi = {10.1097/RUQ.0000000000000269},
isbn = {9789812879011},
issn = {15360253},
journal = {Writing Support, University of Toronto. Retrieved},
pages = {4--5},
title = {{The literature review: a few tips on conducting it}},
year = {2008}
}
@article{Gillis2017,
abstract = {Transcending disciplinary boundaries is becoming increasingly important for devising solutions to the world's most pressing issues, such as climate change and food insecurity. Institutions of higher education often present challenges to teaching students how to work and innovate on transdisciplinary teams. We first define transdisciplinarity and like concepts, using these to review databases of three major funding agencies (CIHR, NSERC, and SSHRC) for awards given to inter- and transdisciplinary programs across ten fiscal years beginning 2005-2006 and ending 2014-2015 to identify trends in funding as an indicator of skill need. We then search for programs offering transdisciplinary learning opportunities at Canadian universities accounting for 71{\%} of all students. Though the proportion of interdisciplinary and transdisciplinary funded research grants has risen considerably, we found only a few examples of interdisciplinary learning opportunities for students in post-secondary education programs. Generally, while students were able to take a range of courses, instruction remained discipline-specific. Specifically, Canadian undergraduates lack an in-program, experiential, transdisciplinary learning opportunity. We propose a framework (ICON) as a solution to fill this gap. Using senior independent study courses, which often have built-in curricular flexibility, students can participate with ICON while still obtaining credit towards their degrees. We conclude that transdisciplinary education opportunities are an essential part of the undergraduate experience and should be recognized across degree programs.},
author = {Gillis, Daniel and Nelson, Jessica and Driscoll, Brianna and Hodgins, Kelly and Fraser, Evan and Jacobs, Shoshanah},
doi = {10.22329/celt.v10i0.4745},
journal = {Collected Essays on Learning and Teaching},
pages = {203},
title = {{Interdisciplinary and Transdisciplinary Research and Education in Canada: A Review and Suggested Framework}},
volume = {10},
year = {2017}
}