Developing critical being in an undergraduate science course

A. N. Wilson*, S. M. Howitt

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    5 Citations (Scopus)


    This article argues that the development of criticality in the three domains of knowledge, self and the world can and should be a goal for undergraduate learning in the sciences. It presents empirical evidence that this can be facilitated through teaching and learning that places a strong emphasis on the social dimensions of both the exercise and nature of criticality. Given the opportunity to discuss science as both an ongoing process and a human endeavour situated within a social context, students appeared to be able to adopt a hyperopic view allowing for high levels of criticality. When reflecting on their learning, students frequently ascribed developments in their thinking to the interactional, relational nature of the learning environment.

    Original languageEnglish
    Pages (from-to)1160-1171
    Number of pages12
    JournalStudies in Higher Education
    Issue number7
    Publication statusPublished - 3 Jul 2018


    Dive into the research topics of 'Developing critical being in an undergraduate science course'. Together they form a unique fingerprint.

    Cite this