Toward Critical Reflection: Levels of Reflection in College Students’ Journal Writings
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This study aimed at investigating the levels of reflection shown in college students’ journal writings and the teaching strategies for fostering students’ critical reflection. A qualitative research methodology was adopted to describe the issues in detail. 18 students participated in journal writing and 16 of these 18 participated in an open-ended questionnaire. The journals were analyzed in terms of van Manen’s (1977) three levels of reflection: critical reflection, interpretive reflection, and technical rationality. The analysis of the data supported previous studies which have found that participants mostly lacked critical reflection in their writings. There were more instances of interpretive reflection than of technical rationality. Personal writing, an additional level of reflection, was also found. Four suggestions for strategic teaching were made by the students as a way of fostering critical reflection. This study suggests a conclusion: An instructor needs to teach strategically for fostering students’ critical writing.
Abstract
This study aimed at investigating the levels of reflection shown in college students’ journal writings and the teaching strategies for fostering students’ critical reflection. A qualitative research methodology was adopted to describe the issues in detail. 18 students participated in journal writing and 16 of these 18 participated in an open-ended questionnaire. The journals were analyzed in terms of van Manen’s (1977) three levels of reflection: critical reflection, interpretive reflection, and technical rationality. The analysis of the data supported previous studies which have found that participants mostly lacked critical reflection in their writings. There were more instances of interpretive reflection than of technical rationality. Personal writing, an additional level of reflection, was also found. Four suggestions for strategic teaching were made by the students as a way of fostering critical reflection. This study suggests a conclusion: An instructor needs to teach strategically for fostering students’ critical writing.
참고문헌 (24)
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