Original Research: Social Responsibility and Education

Promoting transformative learning: Writing a reflective journal in Natural Sciences.

Erna R. du Toit
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 31, No 1 | a357 | DOI: https://doi.org/10.4102/satnt.v31i1.357 | © 2012 Erna R. du Toit | This work is licensed under CC Attribution 4.0
Submitted: 31 May 2012 | Published: 08 November 2012

About the author(s)

Erna R. du Toit, University of the Free State, South Africa


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Abstract

This article aims to show that writing a reflective journal in Natural Science can transform the perspectives and thoughts of teacher students and/or promote learning. The study mediates for the use of a reflective journal as an instrument to give meaning to the learning environment from various perspectives by learning in practice. A qualitative research method is used to analyse the entries in a journal on the basis of specific indicators. The findings indicate that the majority of students were positive following the practical experience, and some students showed other perspectives on account of their experience.

Keywords

Ervaringsleer, kritiese denke, metakognitiewe denke, outentieke leeromgewing

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