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This book explores disciplinary teaching excellence through a
diverse range of student-staff partnership research projects.
Despite being a highly contested term, 'teaching excellence' is
something that universities aspire to and are expected to have.
However, the editors and contributors argue that not only are
definitions of excellence often broad and generic, but they lack
nuanced understandings of disciplinary excellence in higher
education. This book begins by unpacking some of these contested
definitions of teaching excellence, followed by a series of
co-authored chapters produced by students and staff who have
undertaken research projects where they examine teaching excellence
in their respective disciplinary areas. These chapters demonstrate
that teaching excellence may be better understood as a process of
becoming that is achieved through partnership between teachers and
students. This book will be of interest and value to students,
educators, and policy-makers concerned about teaching excellence,
as well as scholars of student-staff partnerships.
This book explores disciplinary teaching excellence through a
diverse range of student-staff partnership research projects.
Despite being a highly contested term, 'teaching excellence' is
something that universities aspire to and are expected to have.
However, the editors and contributors argue that not only are
definitions of excellence often broad and generic, but they lack
nuanced understandings of disciplinary excellence in higher
education. This book begins by unpacking some of these contested
definitions of teaching excellence, followed by a series of
co-authored chapters produced by students and staff who have
undertaken research projects where they examine teaching excellence
in their respective disciplinary areas. These chapters demonstrate
that teaching excellence may be better understood as a process of
becoming that is achieved through partnership between teachers and
students. This book will be of interest and value to students,
educators, and policy-makers concerned about teaching excellence,
as well as scholars of student-staff partnerships.
This book examines the learning and development process of
students' scientific thinking skills. Universities should prepare
students to be able to make judgements in their working lives based
on scientific evidence. However, an understanding of how these
thinking skills can be developed is limited. This book introduces a
new broad theory of scientific thinking for higher education; in
doing so, redefining higher-order thinking abilities as scientific
thinking skills. This includes critical thinking and understanding
the basics of science, epistemic maturity, research and
evidence-based reasoning skills and contextual understanding. The
editors and contributors discuss how this concept can be redefined,
as well as the challenges educators and students may face when
attempting to teach and learn these skills. This edited collection
will be of interest to students and scholars of student scientific
skills and higher-order thinking abilities.
This book examines the learning and development process of
students' scientific thinking skills. Universities should prepare
students to be able to make judgements in their working lives based
on scientific evidence. However, an understanding of how these
thinking skills can be developed is limited. This book introduces a
new broad theory of scientific thinking for higher education; in
doing so, redefining higher-order thinking abilities as scientific
thinking skills. This includes critical thinking and understanding
the basics of science, epistemic maturity, research and
evidence-based reasoning skills and contextual understanding. The
editors and contributors discuss how this concept can be redefined,
as well as the challenges educators and students may face when
attempting to teach and learn these skills. This edited collection
will be of interest to students and scholars of student scientific
skills and higher-order thinking abilities.
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