지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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초록· 키워드
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This study aimed at investigating the levels of reflection shown in college students’ journal writings and the teaching strategies for fostering students’ critical reflection. A qualitative research methodology was adopted to describe the issues in detail. 18 students participated in journal writing and 16 of these 18 participated in an open-ended questionnaire. The journals were analyzed in terms of van Manen’s (1977) three levels of reflection: critical reflection, interpretive reflection, and technical rationality. The analysis of the data supported previous studies which have found that participants mostly lacked critical reflection in their writings. There were more instances of interpretive reflection than of technical rationality. Personal writing, an additional level of reflection, was also found. Four suggestions for strategic teaching were made by the students as a way of fostering critical reflection. This study suggests a conclusion: An instructor needs to teach strategically for fostering students’ critical writing.
목차
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Research Methods
Ⅳ. Levels of Reflection
Ⅴ. Strategic Teaching Methods for Fostering Critical Writing
Ⅵ. Discussion
Ⅶ. Conclusion
Works Cited
Abstract
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UCI(KEPA) : I410-ECN-0101-2013-840-000315250