International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Scienter, a New Pedagogical Approach, in Enhancing Student Engagement, Critical Thinking, and Retention in a Variety of Multidisciplinary Educational Settings

Author(s) Avishkar
Country India
Abstract Background:
This study offers "Scienter," a revolutionary instructional strategy aimed at improving student involvement and critical thinking during Large Group Teaching in Adult Learners.

Objectives
The study's goal is to assess the influence of the Scienter approach on student engagement, comprehension, and retention through a number of classroom implementations in a variety of disciplines.

Materials and Methods
The study involved 98 first-year students from a Mumbai-based homoeopathic medical institution. They were given pre-lecture instructions, including viewing a faculty-produced YouTube video and reading a textbook. The lecture structure involved intentional mistakes placed on PowerPoint slides, with the teacher expecting students to recognize and correct them on their own. The study aimed to test students' understanding and critical thinking skills.

Result
Preliminary findings indicate that the Scienter method demonstrates effectiveness in promoting active learning and fostering a critical approach to academic subjects. Specifically, 68% of participants expressed that Scienter promotes active learning and encourages a critical approach, while 32% did not report experiencing these benefits."

Conclusion:
The paper analyses Scienter's theoretical foundations, practical implementation, and implications for future educational initiatives.
Keywords Physiology Learning Teaching
Field Medical / Pharmacy
Published In Volume 6, Issue 2, March-April 2024
Published On 2024-03-06
Cite This Scienter, a New Pedagogical Approach, in Enhancing Student Engagement, Critical Thinking, and Retention in a Variety of Multidisciplinary Educational Settings - Avishkar - IJFMR Volume 6, Issue 2, March-April 2024. DOI 10.36948/ijfmr.2024.v06i02.14302
DOI https://doi.org/10.36948/ijfmr.2024.v06i02.14302
Short DOI https://doi.org/gtmbkf
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