Lai Wing-Fu
Department of Applied Biology and Chemical Technology, Hong Kong Polytechnic University, Hong Kong Special Administrative Region, China.
School of Food Science and Nutrition, University of Leeds, Leeds LS2 9JT, United Kingdom.
Heliyon. 2023 Jun 12;9(6):e17228. doi: 10.1016/j.heliyon.2023.e17228. eCollection 2023 Jun.
Sociocultural theory (SCT) is one of the most important theories to explain children's cognitive development; however, till now few discussions have been made on the feasibility of applying the concepts of SCT to course design and delivery in higher education. To fill this gap, this study used a food science-related broadening course, whose course design and delivery were guided by the concepts of SCT, provided by a university in China as a case study. Data were collected through 10 in-depth semi-structured interviews performed at the end of the course. The purpose of this study was to examine the perception and feelings of students who participated in the course so as to understand the learning experience of students who had been exposed to teaching practices, as well as the course design, informed by the SCT at the tertiary education level. Results of this study demonstrated the potential use of the SCT in facilitating teaching and learning in higher education through enhancing students' learning experience. Concepts of the SCT, therefore, warrant further studies as frameworks for future course development in higher education.
社会文化理论（SCT）是解释儿童认知发展的最重要理论之一；然而，迄今为止，关于将SCT的概念应用于高等教育课程设计和教学的可行性，鲜有讨论。为填补这一空白，本研究以中国一所大学提供的一门与食品科学相关的拓展课程为案例进行研究，该课程的设计和教学以SCT的概念为指导。课程结束时进行了10次深度半结构化访谈，收集了相关数据。本研究的目的是考察参与该课程的学生的认知和感受，以便了解在高等教育层面接触到受SCT影响的教学实践以及课程设计的学生的学习体验。本研究结果表明，SCT有可能通过增强学生的学习体验来促进高等教育中的教学。因此，SCT的概念作为未来高等教育课程开发的框架值得进一步研究。
