|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)|
|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.|
|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|
|WilsonHowittSHE2016.pdf||160.43 kB||Adobe PDF||Under Embargo until 14/4/2018 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.