- Title
- Hybrid approaches to teaching: Re-imagining the teaching of a foundational science course during a global pandemic
- Creator
- Parker, Daniel M
- Creator
- Vorster, Jo-Anne E
- Creator
- Quinn, Lynn
- Creator
- Blackie, Margaret A L
- Subject
- To be catalogued
- Date Issued
- 2022
- Date
- 2022
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/426662
- Identifier
- vital:72377
- Identifier
- xlink:href="https://www.ajol.info/index.php/cristal/article/view/240803"
- Description
- Access to scientific knowledge, and teaching in the sciences, is believed to be about training because scientific knowledge is, generally, specialised. However, for students to gain full epistemological access in the sciences, they also need to be inducted as scientists and learners of science. We use Bernstein’s regulative and instructional discourse to engage with the notion of epistemological access and effectiveness of a foundational science course. We examine how the course can cultivate scientific identities amongst first year students at a recently established South African university. Our analysis assesses the impact of the forced shift from contact teaching to Emergency Remote Teaching due to the COVID-19 pandemic. We demonstrate that the course was able to begin to facilitate the cultivation of different kinds of knowers in science. However, several gaps remain. Thus, we argue that foundational science lecturers should focus on hybrid teaching approaches to promote enhanced learning amongst students.
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (15 pages)
- Format
- Publisher
- University of the Western Cape
- Language
- English
- Relation
- Critical Studies in Teaching and Learning
- Relation
- Parker, D.M., Vorster, J.A., Quinn, L. and Blackie, M.A., 2022. Hybrid approaches to teaching: Re-imagining the teaching of a foundational science course during a global pandemic. Critical Studies in Teaching and Learning, 10(2), pp.42-56
- Relation
- Critical Studies in Teaching and Learning volume 10 number 2 p. 42 2022 2310-7103
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the University of the Western Cape Statement (https://www.epubs.ac.za/)
- Rights
- Open Access
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- Visitors: 198
- Downloads: 11
Collections
Blackie, Margaret Ann Lillias (Assoc Prof)
Vorster, Jo-Anne Elizabeth (Prof)
Quinn, Lynn (Prof)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
SDG 04. Quality Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Hybrid approaches to teaching.pdf | 239 KB | Adobe Acrobat PDF | View Details Download |