Writing to learn: can reflection journals be used to promote self-reflection and learning?
Writing to learn: can reflection journals be used to promote self-reflection and learning?
复制标题
DOI：
10.1080/07294360.2010.512627
复制
发表时间：
2011-01-01
影响因子：
3.2
通讯作者：
Schmidt, Henk G.
中科院分区：
文献类型：
--
作者：
Lew, Duan Ning Magdeleine;Schmidt, Henk G.
本研究的目的是评估是否有证据反映在学生写的日记，并调查学生是否表现出改善他们的反思能力，通过日记保持。为此，3460名一年级学生就读于一所理工学院的反思日记进行了研究，通过自动编码程序。分析中使用的数据是学生一周的日记，在学年开始和结束时收集一次。内容分析的结果表明，有证据表明，在学生的日记，学生反映了三个一般类别与他们的学习：批判性审查过去的学习经验，认知学习策略和总结学到了什么。此外，研究结果还表明，学生表现出他们的反思能力的改善，因为他们通过学年的进展。研究结果表明，反思日志可以用来促进学生的自我反思和学习。
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.