Embedding reflection into the science curriculum in higher education

Authors

DOI:

https://doi.org/10.47408/jldhe.vi36.1469

Keywords:

higher education, reflection, employability

Abstract

Across traditional lab-based science subjects, including biological sciences, most learning is discipline-specific and focused on developing scientific skills and knowledge. However, graduate employers are increasingly demanding that employees have additional skills, including the ability to recognise their own strengths and limitations, a skill that can be structured around reflection. Reflective practice is standard practice in people-centred professions, but is seldom used in more lab-based subjects. To address this area for development, an undergraduate biology course at the University of Portsmouth, UK, trialled including the inclusion of reflection in assessment to encourage students to explore decision making and teamwork while working on a group assessment, and to support the conscious use of feedback as feed-forward. The reflective element supported a wider assessment strategy that included formative and summative elements, group work and peer marking of work that was discipline-specific (lab reports). While the current trial was small, this paper will reflect on the operations of the pilot, which showed promise in supporting a different type of thinking among students and could form the start of a wider programme of reflective development across a science degree, and thus may support employability in science graduates. This paper will share the practice of the intervention.

Author Biographies

Katherine Williams , University of Portsmouth

Katherine Williams is a senior lecturer in zoology at the University of Portsmouth, where she teaches on undergraduate biosciences courses. Her PhD research focused on the evolution and development of birds using 3D imaging in palaeobiology, and she has also worked on research in sustainable agriculture. Her research is interdisciplinary, combining expertise from collaborators in biology, mathematics, chemistry, palaeontology, and engineering to understand fundamental processes in biological systems.

Lena Grinsted, University of Portsmouth

Lena Grinsted is a senior lecturer in zoology in the School of Biological Sciences at the University of Portsmouth. Lena's main research is within the field of behavioural ecology, with a focus on the evolution of group living, social behaviour and cooperation, primarily using group-living spiders as her model organisms. Lena is also keenly interested in inclusive pedagogies and decolonising the science curricula. Lena is the school lead for mental health, wellbeing and culture. She chairs a faculty-wide mental health first aider staff network and is a member of the school EDI committee and the university animal welfare and ethical review body.

Tom Lowe, University of Westminster

Tom Lowe is a principal lecturer at the University of Westminster as assistant head of school (student experience) in Finance and Accounting, where he leads on student experience, outcomes and belonging. Tom is also the chair of RAISE, a network for all stakeholders in higher education for researching, innovating and sharing best practice in student engagement. Prior to Westminster, Tom was a senior lecturer in higher education at the University of Portsmouth, and previously held leadership positions for engagement and employability at the University of Winchester.

Joanne Brindley, University of Portsmouth

Joanne Brindley is an emeritus scholar at the University of Portsmouth. Previously, Jo was the course leader for the postgraduate certificate in higher education at Portsmouth, which supports the development of early-career academic staff. Her research interests include flexible assessment methodologies and student belongingness in higher education. Externally, she holds several national higher education quality assurance roles.

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Published

15-06-2025

How to Cite

Williams , K., Grinsted, L., Lowe, T., & Brindley, J. (2025). Embedding reflection into the science curriculum in higher education. Journal of Learning Development in Higher Education, (36). https://doi.org/10.47408/jldhe.vi36.1469

Issue

No. 36 (2025)

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Papers

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