Abstract
This study reports on redesigning learning outcomes in terms of postgraduates’ communication skills through science media communication with the aim for interactive teaching and learning. Communication in science education entails the image of science known as scientific epistemology. Therefore, the inclusion for learning about the philosophy of science among postgraduate students must not be limited to understanding the descriptive tenet of the philosophy. The initial work for this study attempts to assess whether learning about the philosophy of science dictates reflexivity and emancipation. Previous studies have not reached a consensus on how the impact of transformation can be created and recreated for others. Therefore, this study focuses on leveraging science media communication to foster conformity between oneself and others. Analysis was performed on ten postgraduate students’ reports, writings, and portfolios obtained throughout the semesters. The analysis aims to critically discuss the proposed solution for the paradigm shift in teaching practice, with a specific focus on the course design outcomes. Using critical discourse analysis (CDA), the analysis identified liminal phases due to bearer as a professional among the respondents that habitually liberated through the five stages of transformation designed for this course. The following four liminal phases were interpreted from the students’ reflexivity: identify negotiation, setup condition, a masking mechanism, and formation of oneself and others. Such points to the conclusion that placing students as the protagonist during the transformation process when learning the philosophy of science would expand their self-realization on the role of scientific epistemology in science education.
Highlights
In this paper, I examine how learning the philosophy of science can benefit experienced students
This paper describes partly the outcomes from a design-based research that aims at developing curriculum and instructional design using critical pedagogy as the design principal
The discussion aims at providing explanations related to decision-making made during implementation and indicators found from the analysis as new theoretical constructs in critical pedagogy
Summary
I examine how learning the philosophy of science can benefit experienced students. Any discussion of the relationship between the role of technology and science educators communities in Malaysia begins with recognising ICT as the transformative agenda to improve the quality of education across the nation, as indicated in the National Education Blueprints 2013–2025 [1] [2] Such a vision can be seen as a national movement towards empowering the teaching and learning process with greater accessibility to educational resources. While the call for integration is not new, leveraging science media for knowledge transformation is still worthy of discussion This argument is based on the notion that the use of technology in STEM teaching (such as learning software, visualizations and modelling software, e-learning) could represent integration only as an intervention
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