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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Developing critical being in an undergraduate science course
Author(s): Wilson, Anna
Howitt, Susan
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Keywords: Criticality
critical being
social learning
hyperopic view
Issue Date: 2018
Date Deposited: 11-Nov-2016
Citation: Wilson A & Howitt S (2018) Developing critical being in an undergraduate science course. Studies in Higher Education, 43 (7), pp. 1160-1171.
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: 10.1080/03075079.2016.1232381
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