Transdisciplinary Learning: Using "Transfer Skills and Tools" for Deeper Learning to Achieve Higher-Order Thinking on Cross-Curricular Content

Abstract

In this study, researchers investigated the impact of transdisciplinary learning on minority students as they were asked to apply higher-order thinking to solve real-world problems. Minority students, aged 10 to 11, who attended the researcher’s elective classes participated. To see the potential in Transdisciplinary Learning, researchers looked at its essence through the use of “transfer skills and tools” such as: metacognition, questioning, Computational Thinking, Common Core State Standards Mathematical Practices (MP1: Make Sense of Problems and Persevere in Solving Them; MP4: Modeling with Mathematics; MP7: Look for and make use of structure; MP8: look for and express regularity in repeated reasoning), digital technology tools, and self-efficacy. The use of these “transfer skills and tools” was monitored to collect data on students' progress and development to see how underrepresented students fare with rigorous instruction that offered them student-centered experiences that would build their capacity to solve “wicked” 21st-century global problems. Results yielded self-efficacy as a critical variable that provided some statistically significant outcomes. While promising for refining future efforts to empower students, the findings for the immediate effects of transfer skills and tools used to increase students’ deep learning were inconclusive.