A model conceptualising trans-disciplinarity within school science education based on a systematic literature review

Abstract

ABSTRACT While a trans-disciplinary approach has been suggested within school science learning to facilitate the role of science education for societal development, lacking is a conceptualisation with respect to what trans-disciplinarity is, why it is needed, and how it can potentially be implemented in the classroom. In seeking to address this limitation, this study undertakes a systematically literature review of research articles published between 2011 and 2022, within the scope of trans-disciplinarity at school level science education. The five key transdisciplinary attributes are identified as – complexity, liberation, inclusion, transcendence beyond education and reflection, leading to the identification of 12 key dimensions of trans-disciplinarity. Based on this finding, a model is put forward with respect to implementing trans-disciplinarity within school level science teaching-learning, incorporating all identified dimensions as an approach towards addressing wicked problems within the society. The significance of this study lies on the conceptualisation of trans-disciplinarity in a holistic sense, so as to address a wider societal development through school science education.