|Title: ||Communicating science: exploring reflexive pedagogical approaches|
|Citation: ||Burke, PJ and Dunn, S. (2006) ‘Communicating Science: exploring reflexive pedagogical approaches’. Teaching in Higher Education. Vol. 11 (2) pages 219 – 232.|
|Journal: ||Teaching in Higher Education|
|Issue Date: ||Apr-2006 |
|Additional Links: ||http://www.informaworld.com/smpp/content~content=a741509383~db=all~order=page|
|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.|
|Appears in Collections: ||Research papers from the School of Education|
|Files in This Item:|
There are no files associated with this item.
All Items in RURR are protected by copyright, with all rights reserved, unless otherwise indicated.