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

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.