ERIC Number: EJ1077353
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: 52
Transformative Science Teaching in Higher Education
Fraser, Sharon P.
Journal of Transformative Education, v13 n2 p140-160 Apr 2015
University science teaching remains fairly traditional in its approach, incorporating teacher-centred and lecture-based methodologies and utilizing cook book laboratory experiences. Innovative science lecturers, however, have transformed their understanding and practice as teachers, placing their students at the heart of their actions and engaging in ongoing critical reflection about what they are doing, why they are doing it, and how their students are learning. Through the consideration of two case studies, this article explores what it is like to be an innovative science lecturer and what initially triggered and now sustains their transformation. It posits that critical reflection and transformative learning are at the heart of innovation in teaching in higher education, but that while intrinsically rewarding, engaging in such practice can put career progression at risk if not undertaken strategically.
Descriptors: Science Instruction, College Science, Transformative Learning, Teaching Methods, Case Studies, Science Teachers, Reflection, Critical Thinking, Educational Innovation, College Faculty, Personal Narratives, Teacher Attitudes, Foreign Countries
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia