Anyasi, Tonna Ashim (2026) Reimagining learner engagement and partnership in science education: a pedagogical perspective. [Working Paper] (doi:10.2139/ssrn.7197706)

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Abstract

While engagement of pedagogical theories and approach has enabled participation and partnership of students across different disciplines, such experience is yet to be fully replicated in science education. The traditional teacher roles and expectations which students of science modules are accustomed to has further limited this experience. I provide a critical and practice-informed perspective on the multifaceted approach needed to enhance students engagement and partnership across science-related modules. Teaching and learning philosophies underpinning classroom and laboratory sessions were critically examined, while pedagogical theories and approach that fosters engagement and co-creation of pedagogical partnership when applied through the lens of the teaching philosophies are presented. A shift from content transmission of "what I will do" towards participatory learning design of "what learners will do" during the teaching of (food) science-related modules was seen to enhance learner engagement, agency and competence.

Item Type:	Working Paper
Uncontrolled Keywords:	pedagogical partnership, learner engagement, teaching and learning approach, co-creation, science-related modules
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education Q Science > Q Science (General)
Faculty / School / Research Centre / Research Group:	Faculty of Engineering & Science Faculty of Engineering & Science > Natural Resources Institute Faculty of Engineering & Science > Natural Resources Institute > Centre for Food Systems Research Faculty of Engineering & Science > Natural Resources Institute > Centre for Food Systems Research > Food Processing & Innovation
Last Modified:	06 Aug 2026 11:06
URI:	https://gala.gre.ac.uk/id/eprint/54007

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