Does Reflective Writing in the PDP Improve Science and Engineering Students’ Learning?

Chalk, Peter and Hardbattle, Dafna (2007) Does Reflective Writing in the PDP Improve Science and Engineering Students’ Learning? Investigations in university teaching and learning, 4 (2). pp. 33-41. ISSN 1740-5106

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Abstract

Science and engineering students are often considered as lacking in reflective writing skills. Some commentators have proposed an approach based on Personal Development Planning as a means of enhancement.

This paper describes a study of first-year undergraduate students on computing courses at London Metropolitan University (LondonMet). The study focuses on analysing students’ writing in their Personal Development Portfolios (PDPs) using textual analysis to identify categories of reflective writing, based on the work of Jenny Moon (2004) and others.

The textual analysis includes an inter-rater comparison tool to verify the placement of extracts into one of four categories described by Moon as descriptive writing, descriptive reflection, dialogic reflection and critical reflection. We hope to identify tasks and structures of support that will encourage reflective writing skills with outcomes that might influence teaching strategy, learning object design and the process of assessment.

Item Type: Article
Uncontrolled Keywords: Investigations in university teaching and learning, personal development planning, Personal Development Portfolios (PDPs); textual analysis; reflective writing; personal academic advisers
Subjects: 300 Social sciences > 370 Education
600 Technology > 620 Engineering & allied operations
800 Literature & rhetoric
Department: Centre for Professional Education and Development (CPED)
School of Human Sciences
School of Computing and Digital Media
Depositing User: David Pester
Date Deposited: 10 Apr 2015 10:29
Last Modified: 13 Oct 2016 11:25
URI: http://repository.londonmet.ac.uk/id/eprint/248

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