Wilson, A. and Howitt, S. M. (2018) Developing critical being in an undergraduate science course. Studies in Higher Education, 43(7), pp. 1160-1171. (doi: 10.1080/03075079.2016.1232381)
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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.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Wilson, Dr Anna |
| Authors: | Wilson, A., and Howitt, S. M. |
| College/School: | College of Social Sciences > School of Education |
| Journal Name: | Studies in Higher Education |
| Publisher: | Taylor & Francis |
| ISSN: | 0307-5079 |
| ISSN (Online): | 1470-174X |
| Published Online: | 14 October 2016 |
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