Abstract
Real-world laboratories (RwLs) are a form of transdisciplinary research that facilitates learning processes as part of its transformative objectives. Nevertheless, little conceptual effort has been put into the understanding, planning, and evaluation of the learning dimension of RwL work. This paper applies a systematic approach from the discourse on education for sustainable development (ESD) to differentiate three perspectives on the various learning processes occurring in RwLs and exemplifies them with experiences from the RwL Urban Transition Lab 131 in Karlsruhe.
| Original language | English |
|---|---|
| Journal | GAIA - Ecological Perspectives for Science and Society |
| Volume | 27 |
| Issue number | SP 1 |
| Pages (from-to) | 23-27 |
| Number of pages | 5 |
| ISSN | 0940-5550 |
| DOIs | |
| Publication status | Published - 01.01.2018 |
| Externally published | Yes |
Research areas and keywords
- Transdisciplinary studies
- Education for sustainable development
- Educational theory
- Interdisciplinarity
- Real-world laboratory
- Social learning
- Transdisciplinarity
- Transformation
- Transformative science
ASJC Scopus Subject Areas
- Environmental Science(all)
- Economics, Econometrics and Finance (miscellaneous)
- Environmental Science (miscellaneous)
- Social Sciences (miscellaneous)
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