Communicating science: exploring reflexive pedagogical approaches

Hdl Handle:
http://hdl.handle.net/10142/65335
Title:
Communicating science: exploring reflexive pedagogical approaches
Authors:
Burke, Penny Jane; Dunn, Sue
Abstract:
This paper considers the value of reflexive pedagogical approaches in the teaching of academic communication and writing. We focus on a course developed for pre-degree foundation students at a London higher education institution. Drawing on the students' learning journals, we examine their reflections of the approaches practised on the course. Reflexive pedagogical approaches place emphasis on the contextualized and subjective learner, challenging dominant scientific discourses and opening spaces for students to critically reflect on their learning experiences and the ways that they can positively build on these throughout their university journeys. The course recognized the students' contributions and understandings through the group work and their journal writing, shifting the emphasis from outcome to process and from competition to collaboration. However, reflexive pedagogical approaches are problematic and the paper examines the dilemmas that we faced in taking this approach.
Citation:
Burke, P.J. and Dunn, S. (2006) ‘Communicating Science: exploring reflexive pedagogical approaches’. Teaching in Higher Education. Vol. 11 (2) pages 219 – 232.
Publisher:
Routledge
Journal:
Teaching in Higher Education
Issue Date:
2006
URI:
http://dx.doi.org/10.1080/13562510500527743
DOI:
10.1080/13562510500527743
Additional Links:
http://www.informaworld.com/smpp/content~content=a741509383~db=all~order=page
Type:
Article
Language:
en
ISSN:
1356-2517; 1470-1294
Appears in Collections:
Department of Education Collection

Full metadata record

DC FieldValue Language
dc.contributor.authorBurke, Penny Jane-
dc.contributor.authorDunn, Sue-
dc.date.accessioned2009-04-20T07:22:50Z-
dc.date.available2009-04-20T07:22:50Z-
dc.date.issued2006-
dc.identifier.citationBurke, P.J. and Dunn, S. (2006) ‘Communicating Science: exploring reflexive pedagogical approaches’. Teaching in Higher Education. Vol. 11 (2) pages 219 – 232.en
dc.identifier.issn1356-2517-
dc.identifier.issn1470-1294-
dc.identifier.doi10.1080/13562510500527743-
dc.identifier.urihttp://dx.doi.org/10.1080/13562510500527743-
dc.description.abstractThis paper considers the value of reflexive pedagogical approaches in the teaching of academic communication and writing. We focus on a course developed for pre-degree foundation students at a London higher education institution. Drawing on the students' learning journals, we examine their reflections of the approaches practised on the course. Reflexive pedagogical approaches place emphasis on the contextualized and subjective learner, challenging dominant scientific discourses and opening spaces for students to critically reflect on their learning experiences and the ways that they can positively build on these throughout their university journeys. The course recognized the students' contributions and understandings through the group work and their journal writing, shifting the emphasis from outcome to process and from competition to collaboration. However, reflexive pedagogical approaches are problematic and the paper examines the dilemmas that we faced in taking this approach.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.informaworld.com/smpp/content~content=a741509383~db=all~order=pageen
dc.titleCommunicating science: exploring reflexive pedagogical approachesen
dc.typeArticleen
dc.identifier.journalTeaching in Higher Educationen
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