New Frontiers: Fostering Students’ Critical Thinking in Science Through Virtual Mobility

Authors

  • Brittany Vermeulen Western Sydney University
  • Jenny Pizzica Western Sydney University
  • Adrian Renshaw Western Sydney University
  • Jason Reynolds Western Sydney University

DOI:

https://doi.org/10.36366/frontiers.v36i3.850

Keywords:

Critical thinking, science education, student learning outcomes, sustainability, virtual mobility experience

Abstract

Virtual mobility experiences provide a valuable option to enrich student learning and development from home. However, there is a lack of evidence of how these online experiences are leveraged in STEM and their potential positive effect on students’ critical thinking capabilities. This study explores and details the design of a short-term virtual program and its influence on science students’ critical thinking. The program focused broadly on agriculture through the lens of sustainability and the SDGs whereby students engaged in collaborative research, reflection and intercultural interaction and dialogue. Analysis of students’ learning journals and focus group responses suggest that students achieved the learning outcomes of the program related to critical thinking, nurturing students to think and potentially act differently while broadening students' personal understanding, connection, and confidence in relation to science. This paper discusses the experience from the perspective of the Australian undergraduate students.

Abstract in Spanish

Las experiencias de movilidad virtual ofrecen una opción valiosa para enriquecer el aprendizaje y desarrollo estudiantil desde casa. Sin embargo, existe una iclta de evidencia sobre cómo se aprovechan estas experiencias en línea en las áreas STEM y su potencial efecto positivo en las capacidades de pensamiento crítico de los estudiantes. Este estudio explora y detalla el diseño de un programa virtual a corto plazo y su influencia en el pensamiento crítico de los estudiantes de ciencias. El programa se centró ampliamente en la agricultura desde la perspectiva de la sostenibilidad y los Objetivos de Desarrollo Sostenible, donde los estudiantes participaron en investigación colaborativa, reflexión e interacción intercultural y diálogo. El análisis de los diarios de aprendizaje y las respuestas de grupos focales sugieren que los estudiantes lograron los resultados de aprendizaje del programa relacionados con el pensamiento crítico, fomentando que los estudiantes piensen y potencialmente actúen de manera diferente al ampliar su comprensión personal, conexión y confianza en relación con la ciencia. Este artículo discute la experiencia desde la perspectiva de estudiantes universitarios australianos (translation produced using AI).

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Author Biographies

Brittany Vermeulen, Western Sydney University

Brittany Vermeulen is a PhD candidate and full-time staff member at Western Sydney University working in the field of Sustainability Education. Her current doctoral research interest is centred around the intersection of sustainability, science education and student learning in higher education. Her thesis is a mixed-methods study looking at varying approaches to STEM-based outbound student mobility within Australian universities.

Jenny Pizzica, Western Sydney University

Dr. Jenny Pizzica is an honorary Senior Lecturer at Western Sydney University, Australia. She has over twenty years’ experience in academic development and designing and coordinating graduate programs in higher education. She is the recipient of an Australian Award for University Teaching (Team Citation). She has held academic appointments at University of Technology Sydney, Sydney University, and the University of Notre Dame Australia. Her research focuses on academic practices, and higher education learning and teaching.

Adrian Renshaw, Western Sydney University

Dr. Adrian Renshaw has diverse scientific interests, predominately biological and has taught in forensics, environmental, ecology, conservation, botany and more recently animal science. He has 30 years of teaching experience across numerous courses and programs at the university. He has work with the WHO and the Australian government in Indigenous programs and CSIRO school teaching programs. He has won both institutional and Australian National awards for his teaching.

Jason Reynolds, Western Sydney University

Dr. Jason Reynolds is an earth scientist and senior lecturer at Western Sydney University. Jason’s work explores transdisciplinary approaches to environmental challenges. He is a Fellow of the Higher Education Academy and is focused on improving the outbound mobility experience for higher education students.

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Published

2024-11-22

How to Cite

Vermeulen, B., Pizzica, J., Renshaw, A., & Reynolds, J. (2024). New Frontiers: Fostering Students’ Critical Thinking in Science Through Virtual Mobility. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(3), 255–289. https://doi.org/10.36366/frontiers.v36i3.850

Issue

Vol. 36 No. 3 (2024): November 2024

Section

Research Articles

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Copyright (c) 2024 Brittany L. Vermeulen, Jenny Pizzica, Adrian Renshaw, Jason Reynolds

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