Communicating Science: Exploring Reflexive Pedagogical Approaches

Autor/inn/en	Burke, Penny Jane; Dunn, Sue
Titel	Communicating Science: Exploring Reflexive Pedagogical Approaches
Quelle	In: Teaching in Higher Education, 11 (2006) 2, S.219-231 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
Schlagwörter	Journal Writing; Writing Instruction; Teaching Methods; Learning Experience; Nontraditional Education; Science Education; College Students; Academic Discourse; Higher Education; Group Discussion; Reflective Teaching; Cooperative Learning; Foreign Countries; Inquiry; United Kingdom (London) + Suchen Sie Ihr Suchwort? Zeitschriftenaufsatz; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernerfahrung; Non-traditional education; Alternative Erziehung; Naturwissenschaftliche Bildung; Collegestudent; Discourse; Diskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gruppendiskussion; Kooperatives Lernen; Ausland
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10