Case Study Analysis of Reflective Essays by Chemistry Post-Secondary Students within a Lab-Based Community Service Learning Water Project

Autor/inn/en	Ho, Karen; Smith, Sahara R.; Venter, Catharina; Clark, Douglas B.
Titel	Case Study Analysis of Reflective Essays by Chemistry Post-Secondary Students within a Lab-Based Community Service Learning Water Project
Quelle	In: Chemistry Education Research and Practice, 22 (2021) 4, S.973-984 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ho, Karen) ORCID (Smith, Sahara R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/d1rp00123j
Schlagwörter	Reflection; Chemistry; College Science; College Students; Student Attitudes; Attitude Change; Consciousness Raising; Essays; Science Laboratories; Service Learning; Elementary School Students; Secondary School Students; School Community Relationship; Student Projects; Student Development; Critical Thinking; Citizen Participation; Water Quality; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Chemie; Collegestudent; Schülerverhalten; Attitudinal change; Einstellungsänderung; Bewusstseinsbildung; Essay; Aufsatzunterricht; Service-Learning; Sekundarschüler; Schulprojekt; Kritisches Denken; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Wasserqualität; Ausland; Kanada
Abstract	Intentional reflection is a key component of Community Service Learning (CSL) as it guides students to integrate knowledge of theory with experience in practice. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to investigate how reflection in the laboratory setting enhances post-secondary students' (n = 14) conscious awareness of their learning and their attitudes toward having reflection as part of a course. In typical chemistry laboratories, students follow cookbook recipes from the lab manual and are assessed through written lab reports. These lab reports are similar to a technical report with scientific writing where the design aims to communicate scientific information to other scientists. A case study was conducted with reflective essays, focus group interviews, and student observation to analyze qualitatively how students' attitudes changed in their learning over the course of the CSL activity and how they engaged in this type of reflection. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and those that are interested in Community Service Learning and experiential learning. The results demonstrate that science students are able to articulate their academic growth, civic engagement, and personal growth through reflective pieces. Furthermore, the reflective pieces support self-regulated learning with a positive engagement and attitude over time. The results support the integration of reflective pieces in laboratory settings. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01