Our work identified four effective features of instructional design that supported critical thinking: planning, instruction method, content, and explicit critical thinking outcomes. This project looked at four different learning settings that varied in sustainability topics and extent of experiential learning that suggests applicability to a wide educational audience. This project explored several learning experiences that used mindful instructional design of experiential learning to promote critical thinking outcomes. TypeIt4Me clippings can contain plain- or rich-text as well as images. However, critical thinking is not necessarily a part of every experiential learning process. Current practices in higher education, such as service learning, suggest that experiential learning can serve as a vehicle to encourage students to become engaged citizens. Today’s complex societal problems require both critical thinking and an engaged citizenry. 47) then analyzing undergraduate writing assignment prompts can tell us something about the values, beliefs, and expectations with respect to the writing of a particular departmental community, one which is connected to those of the larger disciplinary community. If, as Bazerman (1988) has argued of all texts, including scienti c ones, “words arise of out of the activity, procedures, and relationships within the community,” (p. This chapter extends Myers’ project by exploring the writing tasks that novice biologists are asked to do in undergraduate courses.
Myers saw his project “not as revealing what is hidden in biology, but as making explicit what its practitioners know, and perhaps take for granted” (xiii). Williams in the social construction of scienti c knowledge (1990), Myers examined the common texts that biologists write during the research cycle- from grant proposal to article to expert reception to writing for the public. For Bazerman, acknowledging the rhetorical nature of scienti c texts and understanding how such writing works (1988) is essential to helping people write better. Rather than scienti c writing merely reporting knowledge, Bazerman (1988), Gross (1990), and Myers (1990) have instead argued that writing produces and reproduces knowledge and the authority of that knowledge. Scholars of rhetoric, along with those working in the history and sociology of science, have, since the 1980s, challenged the view that science writing involves merely recording natural facts.
0 kommentar(er)
