Development and Implementation of a Reflective Writing Assignment for Undergraduate Students in a Large Public Health Biology Course

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
O. Ezezika, Nancy Johnston
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引用次数: 6

Abstract

Reflective writing may be undervalued as purely expressive rather than a critical or an academic tool in undergraduate public health biology courses. When grounded in course concepts and academic learning, a reflective essay can be a learning tool for students that helps them use discipline knowledge and apply it to real-world issues. Studies on teaching reflection have identified its value for training students in critical thinking and improving self-regulated learning. Considering Gibbs’ Reflective Cycle framework, in this article, we detail the design, implementation, and evaluation of a reflective writing assignment integrated into a lower-year undergraduate public health biology course. Through the design and implementation of the reflective writing assignment, four key lessons are drawn. First, reflective writing assignments facilitate learning and course enjoyment. Second, writing workshops improve the quality of reflective writing assignments. Third, a detailed grading rubric clarifies expectations for students and creates consistency in grading. Fourth, reflective writing assignments can help teachers effectively evaluate how students apply the knowledge gained from the course to promote personal and community health. By implementing the reflective assignment, we have created a narrative on how reflective writing could maximize learning in public health pedagogy and provided recommendations and lessons for course designers and instructors to consider in light of Gibbs’ Reflective Cycle framework.
大型公共卫生生物学课程本科生反思性写作作业的开发与实施
在本科公共卫生生物学课程中,反思性写作可能被低估为纯粹的表达,而不是一种批判性或学术工具。当以课程概念和学术学习为基础时,反思性文章可以成为学生的学习工具,帮助他们使用学科知识并将其应用于现实世界的问题。教学反思的研究已经确定了它在培养学生批判性思维和提高自主学习方面的价值。考虑到吉布斯的反思周期框架,在这篇文章中,我们详细介绍了设计、实施和评估一项反思性写作作业,该作业被整合到本科低年级的公共卫生生物学课程中。通过反思性写作作业的设计和实施,得出了四个关键的经验教训。首先,反思性写作作业有助于学习和享受课程。第二,写作工作坊提高了反思性写作作业的质量。第三,详细的评分标准明确了对学生的期望,并创造了评分的一致性。第四,反思性写作作业可以帮助教师有效地评估学生如何应用从课程中获得的知识来促进个人和社区健康。通过实施反思性作业,我们创建了一个关于反思性写作如何在公共卫生教育学中最大化学习的叙述,并根据Gibbs的反思周期框架为课程设计师和教师提供了建议和教训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.10
自引率
33.30%
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