Improving attendance and participation by science students in science, technology and society tutorials
A psychologically based approach
Bibliographic Data
| ID | 4098310 |
|---|---|
| Authors | Martin Bridgstock (Griffith University), Denis Backhouse (Griffith University) |
| Year | 1982 |
| Volume | 7 |
| Issue | 2 |
| Pages | 153-158 |
| Publication date | 1982-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075078212331379231 |
| OpenAlex | W2028922184 |
| Language | EN |
| Citations received | 1 |
| References cited | 3 |
The problems of involving science students in Science, Technology and Society (STS) tutorials are described. These include the students' relative passivity and reluctance to become involved in open-ended discussion. Research offers few precedents for this situation, STS being a relatively new area, and most small group teaching being involved with students' major study subjects. Hudson's research into convergence and divergence presented some clues, by describing approaches that increased fluency in open-ended tests. Using these clues, we experimented with structured tutorials, in which participation was encouraged either by role-playing or by unambiguously expecting active participation. The approaches have proved successful in stimulating both attendance and participation at tutorials. Some basic conditions for successful use of the approach are described
Attendance · Higher education · Mathematics education · Pedagogy · Political science · Science education · Innovations in Educational Methods · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |