Hosein, Anesa and Rao, Namrata (2019) The acculturation and engagement of undergraduate students in scientific thinking through research methods. In: Redefining Scientific Thinking for Higher Education: Higher-Order Thinking, Evidence-Based Reasoning and Research Skills. Palgrave Macmillan, London. ISBN 9783030242145
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In undergraduate degrees in the social sciences, research courses are usually a compulsory component of the curriculum. This chapter explores the pedagogical engagement, through the lens of acculturation theory, that is needed for creating scientific thinking skills. We posit that students who choose their discipline voluntarily are more likely to pedagogically engage (i.e. integrate or assimilate) in their discipline’s research paradigms. However, those students pursuing a discipline which was not their first choice may be less engaged in developing scientific thinking skills within these compulsory components and may be more likely to adopt a segregated approach. The chapter explores the implications of these different pedagogical engagement approaches for students and how teachers may create learning environments to develop their scientific thinking skills.
| Item Type: | Book Section |
|---|---|
| Keywords: | research methods, self-determination theory, threshold concepts, acculturation theory, transition, motivation |
| Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
| Depositing User: | Namrata Rao |
| Date Deposited: | 12 Jun 2019 08:06 |
| Last Modified: | 12 Nov 2024 11:21 |
| URI: | https://hira.hope.ac.uk/id/eprint/2891 |
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