Republic Polytechnic, Woodlands, Singapore.
Adv Health Sci Educ Theory Pract. 2011 Oct;16(4):529-45. doi: 10.1007/s10459-011-9298-z. Epub 2011 May 5.
The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. To that end, the reflection journals of 690 first-year applied science students at a local polytechnic were studied by means of an automated coding procedures using software. Data was collected twice, once at the beginning and again towards the end of an academic year. Outcomes of the textual content analyses revealed that students reflected on both the process and contents of their learning: critical review of past learning experiences, learning strategies and summaries of what was learned. Correlational analyses showed weak to moderate inter-relationships between the textual categories and their classroom and knowledge acquisition test grades. Taken together, the findings suggest that self-reflection on both how and what students have learned does lead to improvements in academic performance, although to a limited extent.
其一，评估反思日志写作在促进自我反思和学习方面是否有效，以及学生是否会因为持续进行反思日志写作而变得更擅长自我反思。为此，本研究采用自动化编码程序和软件对当地一所理工学院 690 名一年级应用科学学生的反思日志进行了研究。数据收集了两次，一次在学年开始时，另一次在学年结束时。文本内容分析的结果表明，学生对学习过程和内容进行了反思：对过去学习经历、学习策略和所学内容的批判性回顾。相关分析表明，文本类别与课堂表现和知识获取测试成绩之间存在弱到中度的相互关系。总的来说，这些发现表明，对学生所学内容和学习方法的自我反思确实会导致学习成绩的提高，尽管提高的程度有限。
