Does reflective writing in the PDP improve science in addition to engineering students’ learning Research Context Why Science Students Comments by Science staff at LondonMet in 2007 Research methodology (Feb-Jul 07)

Does reflective writing in the PDP improve science in addition to engineering students’ learning Research Context Why Science Students Comments by Science staff at LondonMet in 2007 Research methodology (Feb-Jul 07) www.phwiki.com

Does reflective writing in the PDP improve science in addition to engineering students’ learning Research Context Why Science Students Comments by Science staff at LondonMet in 2007 Research methodology (Feb-Jul 07)

Hill, Sabrina, Contributor has reference to this Academic Journal, PHwiki organized this Journal Does reflective writing in the PDP improve science in addition to engineering students’ learning Write Now CETL Mini-Project Poster Peter Chalk & Dafna Hardbattle p.chalk@londonmet.ac.uk London Metropolitan University Liverpool Hope CETLs Research Symposium 26 June 2007 Research Context At LondonMet, the Personal Development portfolio (PDP) is embedded in the curriculum with PDP related assessment at each level, in ‘core spine’ modules Is there evidence of Reflective writing in their PDPs Planning as long as self-development Improved per as long as mance as a consequence Or is there a problem If so, can we solve it Terry King, Development of Student Skills in Reflective Writing, ICED 2002 “In a culture of increasing emphasis on critical reflection by students, it is not surprising that the external examiners have looked as long as evidence of this in student dissertations in addition to other assessments. Towards the end of 2000 it became apparent that the incidence in addition to quality of reflective writing by computing students across all programmes needed to be improved.” Why Science Students

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Comments by Science staff at LondonMet in 2007 “We certainly find that students need time to develop this ability . They tend to produce very factual pieces of work in addition to lack the ability to weigh up arguments Workshops would certainly help.” “ weaker students struggle with the level of critical/analytical report writing that they should be achieving.” “Science students find it hard to write reflectively PDP writing helps them develop these skills.” Research methodology (Feb-Jul 07) Qualitative in addition to quantitative data analysis Data from 0506 in addition to 0607 Spring semesters Collect evidence from PDPs Categorise writing according to Moon levels 1-4 in addition to agree ratings (in progess) Identify examples of high level reflective writing & tasks that encouraged it Interview students & analyse data against per as long as mance (to complete summer 2007) Rating Tool (quantitative) Moon’s Categories: Level 1 Descriptive writing Level 2 Descriptive reflection Level 3 Dialogic reflection Level 4 Critical reflection Jenny Moon Reflection in Higher Education Learning, LTSN, 2001

Moon’s categories (qualitative) 1. “Descriptive writing: This is a description of events or literature reports. There is no discussion beyond description. 2. Descriptive reflection: some evidence of deeper consideration in relatively descriptive language. There is no real evidence of the notion of alternative viewpoints in use.” 3. “Dialogic reflection: a ‘stepping back’ from the events There is consideration of the qualities of judgements in addition to of possible alternatives as long as explaining in addition to hypothesising analytical or integrative, linking factors in addition to perspectives. 4. Critical reflection: aware that the same actions in addition to events may be seen in different contexts with different explanations associated with the contexts.” Typical example A (how would you rate it)

Typical example B (how would you rate it) Preliminary results – 0506 cohort 17 students, 3-5 extracts of text from each, total 52 extracts analysed Ratings independently agreed as long as 15 students (Rating Tool validated) Mostly unreflective, 83% rated 1 or 1.5 Some evidence of reflection at level 2 / 2.5 What task/ experience/ support leads to ‘better’ reflective writing Expected research outcomes Teaching in addition to Learning tasks that promote reflective writing by science in addition to engineering students (use Write Now mentors) Guide to lecturers: how to categorise in addition to assess levels of reflective writing (Moon tool) Designing a reusable learning object incorporating these findings, similar to www.rlo-cetl.ac.uk Rating ‘answers’: example A=1, B=2.5

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