{"title":"促进大专学生在社区服务学习水项目中进行有意义反思的不同策略","authors":"Karen Ho, Sahara R. Smith and Douglas B. Clark","doi":"10.1039/D3RP00184A","DOIUrl":null,"url":null,"abstract":"<p >This study explored how continuous diverse reflective exercises embedded in a Community Service Learning chemistry lab support science students' meaningful learning. The findings of this study are intended for those involved in teaching natural science in higher education, as well as those interested in Community Service Learning, self-directed learning, and reflective strategies. Fourteen students in a second-year Analytical Chemistry II lab participated in this study. Reflective exercises representing multiple modes of reflection were purposefully designed and embedded across the lab curriculum. Qualitative content analysis of data from reflective writings, scrapbook reflections, and reflective discussions demonstrates that students were able to articulate their self-directed learning from the perspective of academic enhancement, personal growth, and civic engagement in the different reflective exercises. Students indicated a high level of satisfaction, agreed that the integration of diverse continuous reflective strategies can enhance their transformative learning practice in an engaging way, and would like to continue this practice for other science laboratory courses.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 1","pages":" 212-224"},"PeriodicalIF":2.6000,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Different strategies to facilitate meaningful reflections among post-secondary students in a community service learning water project\",\"authors\":\"Karen Ho, Sahara R. Smith and Douglas B. Clark\",\"doi\":\"10.1039/D3RP00184A\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p >This study explored how continuous diverse reflective exercises embedded in a Community Service Learning chemistry lab support science students' meaningful learning. The findings of this study are intended for those involved in teaching natural science in higher education, as well as those interested in Community Service Learning, self-directed learning, and reflective strategies. Fourteen students in a second-year Analytical Chemistry II lab participated in this study. Reflective exercises representing multiple modes of reflection were purposefully designed and embedded across the lab curriculum. Qualitative content analysis of data from reflective writings, scrapbook reflections, and reflective discussions demonstrates that students were able to articulate their self-directed learning from the perspective of academic enhancement, personal growth, and civic engagement in the different reflective exercises. Students indicated a high level of satisfaction, agreed that the integration of diverse continuous reflective strategies can enhance their transformative learning practice in an engaging way, and would like to continue this practice for other science laboratory courses.</p>\",\"PeriodicalId\":69,\"journal\":{\"name\":\"Chemistry Education Research and Practice\",\"volume\":\" 1\",\"pages\":\" 212-224\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2023-10-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Chemistry Education Research and Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://pubs.rsc.org/en/content/articlelanding/2024/rp/d3rp00184a\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chemistry Education Research and Practice","FirstCategoryId":"95","ListUrlMain":"https://pubs.rsc.org/en/content/articlelanding/2024/rp/d3rp00184a","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
摘要
本研究探讨了在 "社区服务学习 "化学实验室中嵌入的持续多样的反思练习如何支持理科学生进行有意义的学习。本研究的结果可供从事高等教育自然科学教学的人员以及对社区服务学习、自主学习和反思策略感兴趣的人员参考。二年级分析化学 II 实验班的 14 名学生参与了本研究。我们有目的地设计了代表多种反思模式的反思练习,并将其嵌入到整个实验课程中。对来自反思性写作、剪贴簿反思和反思性讨论的数据进行的定性内容分析表明,在不同的反思性练习中,学生能够从学术提升、个人成长和公民参与的角度阐述他们的自主学习。学生的满意度很高,一致认为整合多样化的持续反思策略能够以一种引人入胜的方式加强他们的变革性学习实践,并希望在其他科学实验课程中继续这种实践。
Different strategies to facilitate meaningful reflections among post-secondary students in a community service learning water project
This study explored how continuous diverse reflective exercises embedded in a Community Service Learning chemistry lab support science students' meaningful learning. The findings of this study are intended for those involved in teaching natural science in higher education, as well as those interested in Community Service Learning, self-directed learning, and reflective strategies. Fourteen students in a second-year Analytical Chemistry II lab participated in this study. Reflective exercises representing multiple modes of reflection were purposefully designed and embedded across the lab curriculum. Qualitative content analysis of data from reflective writings, scrapbook reflections, and reflective discussions demonstrates that students were able to articulate their self-directed learning from the perspective of academic enhancement, personal growth, and civic engagement in the different reflective exercises. Students indicated a high level of satisfaction, agreed that the integration of diverse continuous reflective strategies can enhance their transformative learning practice in an engaging way, and would like to continue this practice for other science laboratory courses.