• Title/Summary/Keyword: Reflective journals

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Analysis of Pre-service Science Teachers' Web-based Reflective Journals Written During Teaching Practicum (교육 실습 기간에 예비 과학교사가 작성한 웹기반 반성저널의 분석)

  • Cha, Jeongho;Choi, Wonsoo;Noh, Taehee
    • Journal of Science Education
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    • v.33 no.1
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    • pp.133-141
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    • 2009
  • In this study, pre-service science teachers' web-based reflective journals were analyzed. During four weeks teaching practicum, they were guided to post at least two reflective journals in a week on the Web bulletin board system. Finally, 307 web-based reflective journals written by 23 pre-service teachers were selected, and the domain and the level of reflective thinking were analyzed. As a result, pre-service science teachers' reflective journals were mostly related with teaching science, i.e., preparing and reflecting their own instruction, and the frequencies of these domains increased with the process of teaching practicum. Reflective journals about school administrative system, informal teaching practice, student guidance, and personal feeling were also included. The level of reflective thinking of 179 journals about teaching science were analyzed further. There were 53 (29.6%) journals including reflective thinking, but the higher level of reflection (professional reflection and critical reflection) was rare. The perceptions of pre-service science teachers on web-based reflective journal writing were also surveyed.

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Reflective Thinking and Meaning Analysis of (Prospective) Early Childhood Teachers' Storybook Reading Activities in Reflective Journals (반성적 저널에 나타난 (예비) 유아교사들의 그림책 읽어주기 활동에 대한 반성적 사고 및 의미 분석)

  • Kim, Jung wha
    • Korean Journal of Childcare and Education
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    • v.16 no.5
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    • pp.127-154
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    • 2020
  • Objective: This study aimed to show and analyze the flow, content, and meaning of (prospective) early childhood educators reflective thoughts entailed in the process of planning, implementing and evaluating storybook reading by analyzing reflective journals written by technical college students enrolled in an advanced major curriculum after they completed a storybook reading assignment. Methods: The subjects of this study were 39 technical college students enrolled in an advanced major curriculum that participated in a 15-week-long 'storybook seminar' course. This study analyzed journals on storybook reading written by the students as an assignment for the storybook seminar course. Results: As a result, four categories of selecting a storybook, planning the reading of the selected storybook, actual reading of the storybook and subsequent activities were extracted according to the implementation process of storybook reading. Through this series of experiences, (prospective) early childhood educators had a childt-centered view of reading picture books, changed the method of reading picture books, re-recognized the importance of early childhood literature education, and developed a will to develop professionalism through reflective thinking. Conclusion/Implications: This study finds its meaning in showing the reflective thinking that occur within early childhood educators that plan, implement and evaluate storybook reading.

The effects on academic achievements of both recording reflective journals and receiving feedback in technical writing (이공계 글쓰기 교과목에서 학습 성찰일지 작성과 피드백이 학업 성취도에 미치는 영향)

  • Kim, Haekyung;Choi, Won-Young
    • Journal of Engineering Education Research
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    • v.20 no.3
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    • pp.42-49
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    • 2017
  • This study is about the influence of recording reflective journals and receiving feedback from professors on academic achievements in technical writing. We analyzed the differences between the test group who had recorded reflective journals and getting feedback, and the control group who had gotten feedback without reflective journals. And we compared academic achievements by conducting both professor evaluation and peer evaluation in technical writing. The results showed better learning effect, learning satisfaction and academic achievements in the test group than the other.

Characteristics of Elementary Teachers' Reflection on Their Science Teaching Examined through Their Reflective Journals (수업 반성 저널을 통해 살펴 본 초등 교사의 과학 수업 반성의 특징)

  • Yang, Ki Chang;Yoon, Hye-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.31 no.3
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    • pp.372-385
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    • 2012
  • For decades, reflection has been recognised as a meaningful tool to bring forth teachers' ownership as well as knowledge and action empowerment in teacher education. Yet there have been few studies on elementary teachers' reflection on their science teaching in Korea. In this study, 71 reflective journals of 24 elementary teachers on their science teaching were analyzed. The characteristics of reflective journals were analyzed in terms of 'productive reflection', a concept suggested by Davis (2006). Unproductive reflection is mainly descriptive without analysis, whereas productive reflection can promote teachers' learning by integrating four aspects of teaching (learner/learning, subject matter knowledge, instruction and assessment). The result showed what elementary teachers consider and emphasize and how they integrate their ideas. Most of reflective journals included aspects of 'instruction', 'learner/learning', and 'subject matter knowledge'. However 'instruction' was emphasized most frequently (69.0%) than 'subject matter knowledge' (33.8%) and 'learner/learning' (26.8%). 'Assessment' was hardly included nor emphasized. More than half of the journals (56.3%) showed no integrations, which were unproductive reflection. A third of the journals (32.4%) integrated only two aspects among four. Average score of integrations was 1.6 on a scale of 4 points. The integrations were not affected by the length of reflective journals and the teaching experience. These findings suggest that productive reflection would not increase naturally with teaching experience and there needs more tactful guidance to develop elementary teachers' productive reflection on their science teaching.

Facilitating Pre-Service Elementary Teachers' Productive Reflection on Their Science Teaching through Meta-Analysis of Their Reflective Journals (수업 반성 저널의 메타 분석 활동을 통한 초등 예비교사의 생산적 반성 증진)

  • Yoon, Hye-Gyoung
    • Journal of Korean Elementary Science Education
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    • v.33 no.2
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    • pp.322-334
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    • 2014
  • In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through meta-analysis of their own reflective journals. The meta-analysis activities are expected to enhance their learning effectively as a kind of self-assesment. During 8 week simulation teaching, 26 pre-service teachers kept individual journal writing and the meta-analysis activities were implemented twice (after the 3rd and 8th week). Right after the first meta-analysis, the pre-service teachers' productive reflection increased clearly. However this would not guarantee the effect would last long time period. By analyzing 8 week reflective journals, reports on meta-analysis activities and small group interview, this study shed light on practical ways of enhancing reflective teacher education.

Introduction of Reflective Journals and Satisfaction Evaluation for Active Clinical Practice Model of Colleges and the school of Korean Medicine (한의과대학의 능동적 임상실습을 위한 성찰일지 도입 및 만족도 평가 - 한방 안이비인후피부과학 사례를 중심으로 -)

  • Kim, Chul-Yun;Seo, Hyung-Sik;Lee, Ma-Eum;Kwon, Kang
    • The Journal of Korean Medicine Ophthalmology and Otolaryngology and Dermatology
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    • v.32 no.3
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    • pp.186-201
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    • 2019
  • Objectives : The aim of this study is to develop clinical practice program using reflective journals in the department of Korean medicine ophthalomology & otolaryngology & dermatology. Methods : It was applied to clinical practice and considered the adequacy of the clinical practice program using reflective journal for students who complete the clinical practice. Result : Students are given high marks for self-directed learning and Korean medicine ophththalomology & otolaryngology & dermatology professional learning.

Effects of Writing Reflective Journal on Meta-cognition and Problem Solving Ability in Nursing Students taking a Fundamental Nursing Skills Course Applying Blended Learning (블렌디드 러닝(blended learning)을 적용한 기본간호학 실습교육에서 성찰일지의 작성이 간호학생의 메타인지와 문제해결능력에 미치는 효과)

  • Jho, Mi Young
    • Journal of Korean Academy of Fundamentals of Nursing
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    • v.23 no.4
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    • pp.430-439
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    • 2016
  • Purpose: The purpose of this study was to contribute to the development of an efficient teaching-learning method by analyzing effects of writing reflective journals on meta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. Methods: The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, $Scheff{\acute{e}}^{\prime}s$ test and paired t-test with SPSS Statistics version 20.0. Results: The results of this study show that scores for meta-cognition and problem solving ability of these students were all above average. There was a statistically significant difference in meta-cognition between pre and post writing of reflective journals but not for problem-solving ability. Conclusion: The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students.

Analysis of Pre-service Elementary Teachers' Reflection on Their Science Teaching in Terms of Productive Reflection (생산적 반성의 관점에서 분석한 초등 예비교사의 과학 수업 반성의 특징)

  • Yoon, Hye-Gyoung
    • Journal of The Korean Association For Science Education
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    • v.32 no.4
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    • pp.703-716
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    • 2012
  • Frequently, pre-service elementary teachers are asked to write reflective journals on their teaching during teacher education program. However, writing reflective journals can not guarantee pre-service teachers to learn from their experience. In this study, 44 reflective journals of pre-service elementary teachers on their science teaching were analyzed in terms of 'productive reflection', a concept suggested by Davis (2006). Productive reflection may help teachers' effective learning by considering interrelationships among aspects of teaching including learners and learning, subject matter knowledge, assessment, and instruction. The result showed what aspects of teaching were included, emphasized, and integrated in the pre-service elementary teachers' reflective journals. Implications for teacher education would be discussed.

An Analysis of Students' Systemic Thinking and Teachers' Reflective Thinking after the Lesson of Digestion, Circulation, Respiration and Excretion of Middle School Science (중학교 과학 소화순환호흡배설 단원 수업 후 학생들의 시스템적 사고와 교사의 반성적 사고 분석)

  • Kim, Dong-Ryeul
    • Journal of Fisheries and Marine Sciences Education
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    • v.26 no.2
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    • pp.401-420
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    • 2014
  • This study aims to analyze middle school students' systemic thinking to express organic relations between different organ systems about the movement of food and air and teachers' reflective thinking about science teaching through their reflective journals after the lesson of digestion, circulation, respiration and excretion. Firstly, when investigating the moving route of hamburger eaten inside the body, students expressed the names, locations and forms of organs in the digestive system more than those in the circulatory system or the excretory system. When investigating the moving route of a painkiller taken inside the body, students seemed to have more difficulty in expressing the related organ systems than when investigating the moving route of other things, and they mostly drew pictures of organs in the digestive system as done for the moving route of hamburger. However, when investigating the moving route of water drunk inside the body, students mostly described organs in the digestive system but drew more pictures of organs in the excretory system, than when investigating the moving route of other things. When investigating the moving route of air inhaled inside the body, students mostly drew pictures of organs in the respiratory system, but the rate of their drawing pictures of circulatory organs was low. Secondly, this study analyzed one of the teachers' reflective journals, named Mr. Park. According to his journal, students showed different levels of understanding of organ names, depending on their degrees of familiarity with each organ, and in regard to the locations of organs, science teachers mostly aim to achieve learning objectives so much that they often forget to instruct the locations of organs in fact. As for the forms of organs, science teachers mostly spend so much time explaining the functions of organs that they often forget to describe the exact form of each organ.

Effects of reflective journal writing to mathematics self-efficacy in reciprocal peer tutoring (상호또래교수에서의 반성적 저널쓰기 활동이 수학자기효능감에 미치는 영향)

  • Choi, Kyehyen;Whang, Woo Hyung
    • The Mathematical Education
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    • v.53 no.1
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    • pp.1-24
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    • 2014
  • This study examines the effects of reflective journal writing on the mathematics self-efficacy in reciprocal peer tutoring. Participants were 38 high school students in Gyeonggi province who attended at a summer intensive mathematics course for 4 weeks. This study used a mixed method. SPSS 21.0 program was used to analyze the quantitative data, and the interviews, observational journals and reflective journals of 6 students were used to analyze qualitative data. According to the results, all the subcategories of mathematics self-efficacy, - mathematics problem-efficacy, mathematics success-efficacy, mathematics learning-efficacy, and mathematics subject-efficacy - improved except mathematics occupation-efficacy. In case of mathematics success-efficacy and mathematics problem-efficacy, students revealed the greatest improvement. In conclusion, reflective journal writing in reciprocal peer tutoring could be suggested as a treatment program to improve students' mathematics self-efficacy.