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1.
Alana Ramlal 《Educational Action Research》2020,28(3):518-533
ABSTRACT Due to limited exposure to the reflective genre, students experience cognitive, psychological and linguistic issues that prevent them from producing proficient reflective pieces. This study investigated how these issues could be addressed through modelling, the 6 + 1 traits writing rubric and blended learning. The study reports on the experiences of 37 participants in the fourth year of secondary schooling at an all male school in Trinidad and Tobago. Change in a regional examination syllabus which introduced a focus on the reflective mode and reflective writing had implications for teaching and learning. Through one cycle of a practical action research project using an embedded quasi-experimental design, an intervention to address cognitive, psychological and linguistic issues was implemented. Quantitative data were collected using a pre- and post-test and a Writing Attitude Survey (WAS). Qualitative data were gathered through student journals and students’ formative writing assessment artefacts. The intervention succeeded in positively changing students’ dispositions towards reflective writing, developing students’ reflective writing and addressing text organization issues. This research is significant for teachers and students where intentional reflection and reflective writing are competencies that can enhance critical thinking and metacognition and potentially lead to personal, intellectual and professional development. 相似文献
2.
Reflective learning in distance education 总被引：1，自引：0，他引：1
Mary Thorpe 《European Journal of Psychology of Education - EJPE》1995,10(2):153-167
This article addresses one of three major challenges which it is argued, currently face distance education, namely its claimed over-reliance on behaviourist approaches to teaching and learning. In particular, the derivation of principles of course design which can be applied irrespective of difference of context, content and learners, has not proved to be a realistic and effective way forward. Fortunately, the practice of distance education has not been limited to applied behaviourism only, and has included approaches which draw upon social constructivist and cognitive approaches to learning. These have worked well in combination with regular feedback to students in programmes at undergraduate level at the UK Open University (UKOU). Other conceptualisations of learning have also begun to make an impact, notably the experiential and the relational. The former emphasises reflection on direct experience and the transformation of existing knowledge. The latter reveals the shaping influence of students conceptions in these areas. Distance education already has many examples of activities and projects which require students to process existing and new experience in relation to course concepts and goals. A number of courses at the UKOU are also encouraging students to review their own learning approaches and to be proactive about their study methods. A case study of two courses is introduced, as an example of teaching approaches which foster reflection on experience, integrated with conceptual learning, and reflection by the learner on their own learning process in parallel with the study of course content. Evidence is provided from evaluation of the extent to which these learning process oriented course materials, have affected the learned outcomes students identify for themeselves. The integration of a reflective component into assessment of the course has been especially effective. Students report changes most frequently at the level of general awareness of purpose of study and learning transfer, rather than in the area of detailed study skills. 相似文献
3.
Eulsun Seung Soonhye Park Ratna Narayan 《Journal of Science Education and Technology》2011,20(6):703-714
This study examined elementary preservice teachers’ beliefs about the role/image of a science teacher and science teaching
and how these beliefs change during an elementary science methods course; this examination was conducted through an analysis
of their metaphor writing. Data included personal metaphors and rationale papers for supporting them collected from 106 participants
at the start and end of the semester. Data were analyzed using the constant comparative method and also quantified for statistical
analysis. Results indicate that most participants came to the course with traditional views and developed more constructivist
views during the course. However, they tended to keep their traditional views and added new constructivist perspectives into
their original belief systems. This study suggests that metaphor writing can be used as both a reflection tool for preservice
teachers to clarify and refine their beliefs about science teaching and learning and a diagnostic assessment tool for teacher
educators to understand their students for tailoring a methods course accordingly. 相似文献
4.
Shannan McNair Roslin Sullivan Diti Hill 《Journal of Early Childhood Teacher Education》2013,34(1):11-18
Abstract A graduate course in Early Childhood Education assessment which combines coursework and a practicum with young children is designed and implemented using constructivist principles and practice. Teacher education is more effective when field work and coursework are combined, and when students are able to apply what they learn in class to real life experiences with young children [Journal of Early Childhood Teacher Education 21 (1) (2000) 65], learning is enhanced. This course was constructed in a way that incorporated theory, application, reflection, and reconstruction, allowing students an opportunity to rethink their teaching practice through the experience of an early childhood practicum. The key components of the model — the components that are thought to most effectively help students to apply theory to practice, change some of their ways of thinking about teaching and learning are the following: the relationship of the coursework to the setting, continuity from previous courses, the laboratory school environment, the intensive faculty involvement, the co‐constructivist, collaborative nature of the faculty team, the collaborative nature of student work, the use of the three curriculum models, the use of embedded assessment, formative nature of the assessment, informed teaching (on‐going use of student feedback), the tools provided to student that assist in the process, and the practical hands‐on assessment techniques. Changing students’ ways of thinking about the teaching, learning and assessment process is considered a vital part of the course. [Journal of Early Childhood Teacher Education 17(1) (Marshall, 1996) 43] has identified constructivist principles to guide teacher education. She believes that students must experience first‐hand those behaviors that she hopes they would exhibit in their own teaching (Rand, 1999, p. 126). It is through the processes of the course that graduate students are challenged to experience the implementation of emergent curriculum, examine their own beliefs in relation to their practice, articulate why they do what they do and see how classroom assessment strategies help to support meaningful teaching and learning. Furthermore, collaborative practice is considered an important factor that encourages and facilitates reflection, supports a more multi‐dimensional view of teaching and assessing young children, and enables students to listen and observe more effectively and look for the impact of children making choices. Through participation in this course, students became more aware of the impact their view of children and respect for children has on their ability to implement effective and appropriate assessment practices in the classroom. Students gained more of a conceptual understanding of the role of assessment in informed teaching, and were better able to meet individual children's instructional needs. Finlly, students learned how to use tools inquiry, collaboration and reflection that are likely to assist them in future personal professional growth. 相似文献
5.
The quality assessment agency higher education review noted that assessment and feedback in higher education still remains an area of concern for students. Despite this, very little research has been carried out to assess students’ experience of assessments. The evidence for what factors within assessments actually contribute to student engagement is not fully understood and more research is required. This research was a qualitative study comprising of three focus groups. The student participants were 4 male and 19 female undergraduate psychology students. The data was analysed using experiential inductive thematic analysis. Two themes were identified as effecting student learning. The first was teaching factors which included two subthemes: timeliness and type of assessment. The second theme was student factors which included two subthemes: academic maturity and emotions. These themes were found to be mediated by the relationship between tutors and students. The outcome relates to previous research while also providing a better understanding into the role personal qualities and emotional factors have on learner engagement. Strategies to promote academic maturity and reduce stress and fear in students could foster a more constructive approach to learning. 相似文献
6.
Mark Huxham Megan Hunter Angela McIntyre Robin Shilland 《Teaching in Higher Education》2013,18(5):530-541
Using the mountaineering metaphor of ‘natural lines’ this article describes the co-navigation of an honours course by students and teachers. It suggests the benefits and possibilities of going beyond the confines of conventional teaching and learning wisdom (as canonised in the notion of constructive alignment) and offering just and joyful ways for students to explore disciplinary knowledge. We openly explore issues of power between students and teachers in the construction of so-called partnerships, recognising the inherent challenges in moving beyond the prevailing mainstream. We suggest that a natural lines approach enables students to act as genuine co-navigators and to experience disciplinary knowledge in authentic ways and provides rich opportunities for personal reflection and development. 相似文献
7.
Journal entries submitted by thirteen Doctor of Education students as a course requirement were analysed in order to explore the nature and content of their reflection and the effectiveness of journal writing in facilitating student learning. The findings confirm that journal writing encourages students to engage cognitively and reflectively with course concepts and content and to make connections between their academic learning and their personal/professional experience. Marked individual differences in response styles were apparent and these impacted on the learning outcomes reported by students. An ‘analytic’ approach to journal writing helps students to clarify, organise, evaluate and personalise ideas, an ‘extracting’ approach provides a useful record of ideas and issues, and an ‘affective’ approach encourages freedom of expression and self‐evaluation. Students who adopt a ‘course‐feedback’ style, however, receive little benefit from the activity. Suggestions are made for improving the effectiveness of student journals as a learning technique. 相似文献
8.
Verna J. Willis 《Performance Improvement Quarterly》1998,11(2):34-47
This account of action learning as a curriculum offering at Georgia State University provides background and details of program start-up and operation during a first, experimental year. It explains what features were important in the design, what some of the first-year outcomes were, and what designers of the laboratory course will continuously seek to improve. Research findings from the first year of offering the program supported the expectation that students would gain confidence in their set mentoring and organizational problem-solving skills through a blend of hands-on experience and through independent and in-class reflection. Using critical incidents and journals as a way of staying in touch with events and with their own learning process, participants came to view critique as a leading part of action learning. Graduate students who were the first action learners at GSU included both human resource development and instructional technology majors. They have now fanned out in many directions to learn more about action learning and to carry the process into other organizations. 相似文献
9.
The purpose of the present study was to evaluate whether there is evidence of reflection in student-written journals and to investigate whether students show improvements in their reflective skills through journal keeping. To that end, the reflection journals of 3460 first-year students enrolled in a polytechnic were studied by means of an automated coding procedure. Data used in the analyses were students' journals for an entire week, collected once at the beginning and again at the end of an academic year. Outcomes of the content analyses suggest that there is evidence of reflection in students' journals and that students reflected on three general categories related to their learning: critical review of past learning experiences, cognitive learning strategies and summaries of what was learnt. Furthermore, the findings also indicate that students show improvements in their reflective skills as they progressed through the academic year. The findings when taken together suggest that reflection journals can be used to promote self-reflection and learning amongst students. 相似文献
10.
This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively aligned PBL course for business communication. Eight students who had made notable progress were chosen for retrospective analysis. The data included 48 journal entries, interviews, and writing samples collected at different stages of the course. This study identified taxonomies of participants’ beliefs about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes. 相似文献
11.
12.
Huaizhong Li Andreas Öchsner Wayne Hall 《European Journal of Engineering Education》2019,44(3):283-293
ABSTRACTThis paper introduced how a mechanical engineering course was redesigned by applying experiential learning theory to improve student engagement and learning experience. Design of machine elements has been considered by students to be a difficult course. Traditional teaching methods tend not to be effective in engaging students. Experiential learning is a philosophy of learning by doing. In applying an experiential learning approach to the course, the design project and workshop activities were restructured in such a way that students were engaged in direct experience and focused reflection to construct knowledge. By exploring a physical gearbox model, working on subtasks for the design project, having group discussions, raising questions, getting feedback, and moving forward for next subtasks, students experienced the learning cycles of ‘DO, OBSERVE, THINK, and PLAN’ many times. Course survey results showed that application of experiential learning helped to improve student engagement and learning experience significantly. 相似文献
13.
Diagnosing is one of teachers’ key competences. Lately, a new model of teachers’ diagnostic competence and therewith a new measurement method focusing on diagnosing students’ learning behavior in an interdisciplinary approach have been developed. They can build a basis for promoting teachers’ diagnostic competence. However, some questions relevant to promoting teachers’ diagnostic competence concerning students’ learning behavior still remain unanswered: Which values do teachers-on-the-job in contrast to preservice teachers with or without teaching experience gain through experience and which are the relevant variables that lead to a high level of diagnostic competence focused on learning behavior? Thus, this study aims at enlightening these issues. In a sample of 293 participants (93 German grammar school teachers, 107 German teacher students in their second phase of teacher education, and 93 German preservice students in their first phase of teacher education), teachers’ diagnostic competence concerning learning behavior as well as teachers’ motivation, attitude, self-efficacy, knowledge, and reflection on experience concerning diagnosing was measured. Motivation, attitude, and knowledge were found to be substantial positive predictors of diagnostic competence concerning learning behavior, with differentiated predictions for teachers’ experience. Reflection on experience and self-efficacy unexpectedly was not found to be relevant. Teachers-on-the-job were generally better at diagnosing their students’ learning behavior than were preservice teachers without teaching experience. However, the diagnostic work of preservice teachers with teaching experience was as credible as that of the in-service teachers. 相似文献
14.
During the last 20 years, we have witnessed a growing interest in research in teaching, learning and educational development in higher education (HE). The result is that ‘Higher Education Didactics’ has established itself as a research field in its own right. This article explores Higher Education Didactics as a framework for academics’ professional reflection on teaching and learning, by mapping the didactic topics in all contributions in four journals in the period 2008–2015. Two of the journals are based in Scandinavia, where the European tradition of didactics (Didaktik) has been highly influential, while the others stem from the Anglo-Saxon curriculum tradition. The mapping shows that all journals are strongly occupied with teaching methods, especially methods grounded in theories of active and social learning. In contrast, didactic categories such as goal, content and assessment are rare topics. Students as participants and learners are a frequent topic in especially one journal, but receive little attention in the other journals. Also, educational technologies receive a varying degree of attention across the journals. Based on the mapping, this article discusses Higher Education Didactics as a framework for professional reflection in HE. It concludes that a broader range of research topics would be desirable and asks for future collaboration on the currently uncharted topics. 相似文献
15.
Eva M. Zygmunt-Fillwalk 《Journal of Early Childhood Teacher Education》2013,34(2):133-147
The primary purpose of this study was to examine the extent to which preservice teachers participating in a semester of urban immersion would evidence a change in attitudes toward urban teaching based on their experiences in the program. The experiences of 22 program participants were examined to qualify potential change. Study methodology included analysis of student journals, content of focus groups conducted throughout the semester, student discussion observed in coursework, and personal interviews conducted at the end of the urban experience. Analysis revealed common themes including the importance of direct experience with diversity and personal reflection as critical components of multicultural growth. The experience served to dispel myths and stereotypes regarding urban teaching, to expand university students’ understanding of privilege and power in society, and to encourage movement from a color denial perspective to an appreciation for and respect of cultural differences. The study illustrates the potential of urban immersion to alter attitudes toward working with diverse populations of children and families. Implications for the development of initiatives geared toward this end include the importance of cultural immersion, the provision of opportunities for critical self-reflection, and intentional efforts to encourage relationship building as deciding elements fostering multicultural growth. 相似文献
16.
Lindsay B. Wheeler Bridget K. Mulvey Jennifer L. Maeng Mila Rosa Librea-Carden Randy L. Bell 《International Journal of Science Education》2013,35(14):1905-1925
ABSTRACTGraduate students regularly teach undergraduate STEM courses and can positively impact students’ understanding of science. Yet little research examines graduate students’ knowledge about nature of science (NOS) or instructional strategies for teaching graduate students about NOS. This exploratory study sought to understand how a 1-credit Teaching in Higher Education course that utilised an explicit, reflective, and mixed-context approach to NOS instruction impacted STEM graduate students’ NOS conceptions and teaching intentions. Participants included 13 graduate students. Data sources included the Views of Nature of Science (VNOS-Form C) questionnaire administered pre- and post-instruction, semi-structured interviews with a subset of participants, and a NOS-related course project. Prior to instruction participants held many alternative NOS conceptions. Post-instruction, participants’ NOS conceptions improved substantially, particularly in their understandings of theories and laws and the tentative nature of scientific knowledge. All 12 participants planning to teach NOS intended to use explicit instructional approaches. A majority of participants also integrated novel ideas to their intended NOS instruction. These results suggest that a teaching methods course for graduate students with embedded NOS instruction can address alternative NOS conceptions and facilitate intended use of effective NOS instruction. Future research understanding graduate students' NOS understandings and actual NOS instruction is warranted. 相似文献
17.
Karen Smyth 《Assessment & Evaluation in Higher Education》2004,29(3):370-378
This paper explores how student reflection on assessment procedures is a necessary part of the learning experience, and how such reflection can be supported in our teaching practices. Attention is paid to how discussion and analysis of assessment practices can be prioritized in the opening stages of a course. Further exploration reveals the importance of teaching students the differences in rationale behind summative and formative methods, and ways to do this. The advantages of conceptual marking, how written and verbal feedback should not be the end stage but used as a building block for student reflection, roles for self‐ and peer assessment and particular issues concerning oral assessment are all investigated. 相似文献
18.
Portfolios are an assessment tool that help frame expectations of personal professional learning about teaching in higher education, a key dimension of academic practice. In this paper, we review our experiences in both supporting academic colleagues to develop a teaching portfolio, and in their assessment. We argue that the authenticity of the account offered is key: participants should aspire to render an authentic account of themselves, their context, actions and their professional stance. Likewise, assessors need to verify that an account is authentic. We posit five signifiers of authenticity: biographical/professional context; practice development and experience of practice; integration of core concepts and key ideas from the literature, especially evaluation and conceptions of teaching; purpose and values in continuing professional learning (CPL); coherence of writing, vocabulary used, writing style, etc. These are intended to help course leaders and conveners of CPL activities to articulate what it is that is being sought from participants, and hence clarify expectations for both participants doing the learning and for disciplinary colleagues assisting with the assessment. 相似文献
19.
The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using flipped classroom and the second semester using lectures, where both teaching modes contained a substantial amount of active learning. Overall, students report a more positive learning experience and higher engagement in the flipped classroom. The analysis revealed seven categories that the students highlight as especially conducive to their learning; commitment to peers, being recognized, feeling safe, instructor relationship, physical learning environment, learning with peers and using videos to learn new content. The results indicate that the affective dimension of student engagement is particularly prominent when students reflect upon learning in the flipped classroom. 相似文献
20.
Statistical knowledge is required for students in a range of disciplines. However, there are limited educator resources that exist for applying statistics to solve real-world problems. This investigation provides one approach to teaching statistics using entrepreneurial-minded learning (as a way to connect real-world applications and value creation with problem-solving and curiosity) in the context of solar energy. Both the ready-to-use teaching intervention and assessment of student learning details are provided for an undergraduate course on Introductory Statistics. The teaching intervention includes a series of seven lesson plans (and three extension projects) that educators can use in an introductory statistics course. 相似文献