Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24560
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Developing critical being in an undergraduate science course (Forthcoming/Available Online)
Authors: Wilson, Anna
Howitt, Susan
Contact Email: anna.wilson@stir.ac.uk
Keywords: Criticality
critical being
social learning
hyperopic view
science
Issue Date: 14-Oct-2016
Citation: Wilson A & Howitt S (2016) Developing critical being in an undergraduate science course (Forthcoming/Available Online), Studies in Higher Education.
Abstract: This article argues that the development of criticality in the three domains of knowledge, self and the world can and should be a goal for undergraduate learning in the sciences. It presents empirical evidence that this can be facilitated through teaching and learning that places a strong emphasis on the social dimensions of both the exercise and nature of criticality. Given the opportunity to discuss science as both an ongoing process and a human endeavour situated within a social context, students appeared to be able to adopt a hyperopic view allowing for high levels of criticality. When reflecting on their learning, students frequently ascribed developments in their thinking to the interactional, relational nature of the learning environment.
DOI Link: http://dx.doi.org/10.1080/03075079.2016.1232381
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Studies in Higher Education on 14 Oct 2016, available online: http://www.tandfonline.com/10.1080/03075079.2016.1232381

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