与自己对话:对重构的反思在STEM背景下我使用创造性实践(特别是重构技术)的经历

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1587716

J. Reeve

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引用次数: 0

摘要

这段自我反思的对话回顾了我作为一名艺术与设计从业者在HEA STEM会议上发表研讨会的经历。作为创造性实践如何提高学生参与度的更广泛讨论的一部分，重点是一种技术，即“重新构建”。对话探讨了跨学科界限的重构方法的不同应用，并提到了启发我工作的学者。我反思我在会议上的经历对我的教学实践、哲学和身份的影响，用一种非传统的、轻松的形式来鼓励我自己的反思过程和读者的参与。图形抽象

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Talking to myself: reflections on ReframingA conversation reflecting on my experiences of using creative practice (specifically the Reframing technique) within a STEM context

ABSTRACT This self-reflective conversation looks back on my experiences as an Art & Design practitioner delivering a workshop at the HEA STEM Conference. The focus is on one technique, Reframing, as part of a wider discussion of the way that creative practice can enhance student engagement. The conversation explores different applications of the Reframing method across disciplinary boundaries, and refers to academics who have inspired my work. I reflect on the way that my experiences at the conference have impacted on my pedagogic practice, philosophy and identity, using a non-traditional and light-hearted format designed to encourage both my own reflective process and reader engagement. Graphical abstract

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.