Legitimising transgression: design and delivery of a science Work Integrated Learning program that draws on students’ extant work in diverse,non-science fields     

Susan Rowland  Deanne Gannaway  Rhianna Pedwell  Peter Adams  Robyn Evans  Hailey Bonner 《高等教育研究与发展》2020,39(2):318-331

ABSTRACT

Recent focus on graduate employability has exposed the inadequacies of work preparation for science students, who need an employability toolkit to navigate the modern work landscape. An established mechanism to develop students’ employment awareness is Work Integrated Learning (WIL), but Australian mathematics and science students participate in fewer WIL activities than students in other disciplines. In this article, we present a conceptual discussion around the design of a non-traditional Bachelor of Science WIL program that transcends commonly held perceptions of WIL as primarily discipline-orientated and placement-based. This design dramatically expands the possibilities for WIL in science programs, enabling WIL participation for students unable to engage in a traditional science work placement. The program draws on and legitimises students’ experiences in diverse non-science, part-time workplaces and extra-curricular activities; we term this ‘transgressional learning’. Students engage in reflective and active learning opportunities designed to help them explore and articulate their skill sets in a manner that speaks to multiple future work settings. By drawing on students’ extant work experiences, the program explicitly supports students to foreground and expand on broad skill sets acquired in extra-curricular settings. This article suggests a new conceptual approach and a path forward for large-scale WIL delivery in generalist science degrees. It draws on the reflections of the project team and student participants to outline the goals and design ethos of the program and reflect on the legitimacy of this transgressional program as a science WIL offering.  相似文献   

Students’ Approaches to Summarisation     

John R. Kirby  Denise Pedwell 《教育心理学》1991,11(3-4):297-307

This paper considers the role that students’ approaches to learning play in summarising text, and in learning from summarisation. Students’ approaches to learning are characterised in terms of their relative reliance upon deep and surface processing. Two forms of summarisation are studied: the familiar text present summarisation, in which students have access to the text while summarising, and the less familiar text absent summarisation, in which students are warned that the text will be removed after they read it, but before they summarise it. It is predicted that text absent summarisation will facilitate deeper processing for students who normally adopt a deep approach and who are able to write competent summaries, and that these effects will be more apparent for the more difficult text. The results confirm the hypotheses and indicate that the two types of summarisation encourage different processes. Discussion focuses upon the relative merits of the approaches to learning and of the two forms of summarisation. It is concluded that the effects of students’ approaches to learning play a powerful role in summarisation, and need to be studied with respect to other learning activities.  相似文献