Janet Jordens

Doctor of Philosophy, (Education)
Study Completed: 2019
College of Humanities & Social Sciences


Thesis Title
An exploration of science lecturers' views on quality teaching in science at university

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How students learn science at university differs from professional science laboratories, resulting in graduates who are often poorly prepared for work as practising scientists. Dr Jordens' research sought to understand why lecturers, who play a crucial role in student learning at university, teach the way they do. She explored their views on quality teaching and learning in science, and what influenced their teaching, and found that science lecturers viewed quality teaching and learning in a variety of ways. From this, she proposed a framework for understanding quality teaching and learning in science. Generic principles of good teaching need to be embedded in ways of thinking and practising in science, social relationships promoted and context-specific cultural factors included. Lecturers' reflective practice was the main driver of changes in teaching but, unfortunately, this did not always lead to action. Dr Jordens suggested teacher agency is needed to overcome this.

Dr Peter Rawlins

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