A Comparison of Students' Reflective Thinking across Different Years in a Problem-Based Learning Environment

Autor/in	Yuen Lie Lim, Lisa-Angelique
Titel	A Comparison of Students' Reflective Thinking across Different Years in a Problem-Based Learning Environment
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 39 (2011) 2, S.171-188 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-009-9123-8
Schlagwörter	Constructivism (Learning); Problem Based Learning; Reflective Teaching; Teaching Methods; Comparative Analysis; Questionnaires; Discriminant Analysis; Grouping (Instructional Purposes); Reflection + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Diskriminanzanalyse; Grouping; Gruppenbildung
Abstract	Problem-based learning (PBL) is a constructivist approach to learning which is believed to promote reflective thinking in students. This study investigated how students in one particular institution developed in their reflective thinking habits--Habitual Action, Understanding, Reflection, and Critical Reflection--as they went through the daily practice of PBL. A 16-item questionnaire measuring the four levels of reflective thinking habits was administered to four cohorts of students: an incoming cohort, first-years, second-years, and third-years. First-year students rated themselves higher on Reflection and Critical Reflection, while third-years reported the highest levels of Habitual Action. Discriminatory and scatterplot analysis on the third year cohort revealed that while a proportion of students (47%) reported higher levels of Habitual Action with lower levels of Reflection, there was a small subgroup who also reported higher levels of both Habitual Action and Reflection. Overall, the results showed that PBL does promote the development of reflective thinking, particularly for first-year students, but that this development is not sustained consistently after that. This pointed to other possible factors that could hinder students' development of reflective thinking in PBL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10