Critical thinking, reflective writing: learning?
One of the main roles of educators is to help students become prepared to be active members of a society. To achieve this goal, teachers are encouraged to help students develop the ability to reflect and think critically. Reaction papers are written assignments devoted to doing so. A case study was conducted to explore the relationship between reaction papers, reflective Refers to light hitting an opaque surface such as a printed page or mirror and bouncing back. See reflective media and reflective LCD. writing, critical thinking and learning. The main findings demonstrate how useful reactions papers are to facilitate learning, reflection and critical thinking.
In order to develop reflection and critical thinking, many graduate students are encouraged to write "reaction papers"--also named response or reflective papers- as part of their regular teaching program. A reaction paper is a means to express one's own opinions about the readings in a course that should include "critical, informed, thoughtful, and intelligent responses to the claims that are made in the readings" (Pols POLS Political Science (course prefix)
POLS Principle of Least Surprise (Ruby programming language)
POLS Provisioning On-Line System , 2001. p.1). According to according to
1. As stated or indicated by; on the authority of: according to historians.
2. In keeping with: according to instructions.
3. Gala (2001) the main purpose of this assignment is to stimulate the development of critical thinking. However, writing reaction papers seems to be a very difficult job. Many graduate students are used to writing summaries or at the most reviews about the texts they read. In most public schools, students' opinions are not required in their written assignments at all. Memorisation Noun 1. memorisation - learning so as to be able to remember verbatim; "the actor's memorization of his lines"
committal to memory, memorization
learning, acquisition - the cognitive process of acquiring skill or knowledge; "the child's acquisition of of information is at the core of the learning situation and the exams are normally the context in which this information is supposed to be tested. As a consequence, it is possible to speculate that many students see writing reaction papers as a purposeless pur·pose·less
Lacking a purpose; meaningless or aimless.
purpose·less·ly adv. activity because they do not know what to include in a reaction paper. They probably know that they are required to express their ideas, but it is not an easy task. Even if they are asked to reflect on the ideas they have read and make connections; the task does not seem to be easier. However, reflecting and thinking critically are at the core of a reaction paper.
1.1 Research problem: In this pilot case-study research, I explored how one student of a graduate course at the University of Los Andes Los Andes (a reference to the South American mountain range) may refer to:
1.2 Purpose of this study: The purpose of this pilot research was to find out in what ways reflective writing, through the use of reaction papers, can promote the development of critical thinking and how critical thinking can facilitate the process of learning.
2. Theoretical Framework
2.1 Reflection, critical thinking and reflective writing
The terms reflection and critical thinking can be widely found along the literature. They both refer to a mental capability for analysing, judging, measuring, accepting/refusing ideas, and making decisions or modifying behaviour. Dewey is considered to be the first educator who introduced the term "reflective thought" into the literature (Shermis, 1999). John Dewey's definition of reflective thought endues the "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends" (1933, in Krol KROL Katherine Region on Line (Australia website) , n.d.). In this sense, reflection takes time and implies a mental effort that conduces to a personal measurement of a previous concept. Clark (1999) considers that "reflection is thinking for an extended period by linking recent experiences to earlier ones in order to promote a more complex and interrelated in·ter·re·late
tr. & intr.v. in·ter·re·lat·ed, in·ter·re·lat·ing, in·ter·re·lates
To place in or come into mutual relationship.
in mental schema" (p.1). According to this idea, reflection implies the connection of previous knowledge to new information to form a new expanded-improved version of an idea and/or and/or
Used to indicate that either or both of the items connected by it are involved.
Usage Note: And/or is widely used in legal and business writing. conceptualization con·cep·tu·al·ize
v. con·cep·tu·al·ized, con·cep·tu·al·iz·ing, con·cep·tu·al·iz·es
To form a concept or concepts of, and especially to interpret in a conceptual way: . Some authors (Bloom bloom
1. the general appearance of the surface. In carcass meat it is the glistening, transparent effect and the gentle pink color that gives a good bloom to the carcass. It is the result of proper tissue hydration coupled with the correct proportions of fat, connective tissue and , 1956; Ennis Ennis, city (1990 pop. 13,883), Ellis co., N Tex.; inc. 1872. It is a trading, financial, rail, and processing center in a fertile blackland area that produces cattle, cotton, and grain. Ennis also has light manufacturing. , 1962; Eisner, 1965; Costa, Hanson Hanson may refer to:
a) Observing/locating the issue and describing it: There must be something to look at in order to reflect. It is necessary to know exactly what we are dealing with to avoid ulterior wrong speculations Speculations is an online resource for writers who wish to break into or increase their presence within the science fiction, fantasy, or other speculative fiction subgenres. Speculations has been a Hugo Award nominee seven times. The website is maintained by Kent Brewster. .
b) Internalising: When the information is localised localised - localisation , then we have to intake it. To intake it does not mean to accept it, but to be as familiar as possible with it. Observing is getting to know the information. Internalising is to create a personal file about the information than you can use whenever you want.
c) Analysing/evaluating: Here we start to process the information. Is it relevant or not? What is right and wrong about it? How do you feel about it?
d) Concluding: Finally we obtain an answer, a final conclusion, which is the product of the whole process of reflecting and for which we have been reflecting.
Reflective writing -as its name suggests- refers to the activity of writing with the purpose of reflecting and as a consequence, learning. However, reflective writing is not so easy to define. According to Hillocks (1995) reflective writing helps us in the process of learning. For Hillocks "writing cannot be disconnected from its sources, the processes of observation, interpretation, imagination, and inquiry" (p. xvii). Therefore, writing and reflecting are extremely connected to the point that writing facilitates reflecting and vice-versa. We learn easily when we write because "writing facilitates learning by helping writers explore, clarify, and think deeply about the ideas and concepts they encounter in reading" (Harris and Perzynski, 2001, p.2).
2.2 Previous studies
Considerable research has been conducted in relation to the use of reflective writing as a means to develop awareness about the things we do in class either as teachers or as learners. However, there is little research directly related to the topic reaction papers as a means to develop reflective writing and critical thinking. Hatton and Smith (1994), for instance, focused on the possible techniques and strategies used to foster reflection in teacher preparation programs, but among the whole universe of possibilities they studied, reaction papers were not mentioned -although writing was considered to be a means to help reflecting. Serrano ser·ra·no
n. pl. ser·ra·nos
A cultivar of the tropical pepper Capsicum annuum having small, blunt, highly pungent red or green fruit used in cooking. de Moreno (1998) collected the data for her research mainly from journals and from what she called "reflections" that appeared there as papers in which the participants reflected upon their performance by writing their ideas, thoughts, and feelings down on paper. Serrano de Moreno found that by writing reflectively re·flec·tive
a. Of, relating to, produced by, or resulting from reflection.
b. Capable of or producing reflection: a reflective surface.
2. the participants in her study considerably improved in their competence to compose com·pose
v. com·posed, com·pos·ing, com·pos·es
1. To make up the constituent parts of; constitute or form: more complex and better texts. They started progressively to include their personal perceptions about a topic and not just summarising what the others have said before. King (2002) stated that it is important to develop a culture of reflection which he considers to be a culture in which people are aware of the things they do by using critical reflection and, therefore, reflective writing.
The participants in this investigation were a student and a professor, named in here as Trinity Trinity, doctrine in Christianity
Trinity [Lat.,=threefoldness], fundamental doctrine in Christianity, by which God is considered as existing in three persons. and Prof. Smith. They were both taking part in a specific subject of the first semester se·mes·ter
One of two divisions of 15 to 18 weeks each of an academic year.
[German, from Latin (cursus) s of an M.A. program in Teaching/Learning of the Foreign Languages at the University of Los Andes, Merida-Venezuela. The research was conducted during one semester period. The selection of Trinity as a participant in this research is based on the following reasons. First, I conducted parallel research based on reaction papers another student, Neo, a participant of the same M.A. program. Neo showed himself to be one of the most concerned students in relation to the reaction-paper assignment. He seemed to be in disagreement with what was required from the students. On the other hand, Trinity did not seem to be worried at all. She looked as if she was completely aware of the assignments she was facing. I determined this awareness after conducting some semi-structured interviews A semi-structured interview is a method of research used in the social sciences. While a structured interview has a formalized, limited set questions, a semi-structured interview is flexible, allowing new questions to be brought up during the interview as a result of what the .
3.2 Data collection
The information was mainly obtained by collecting and analysing reaction-paper samples, as well as, "reflective windows" (very short papers that explained what the student had learnt about the reaction paper) written by Trinity and assessed by Prof. Smith. Finally, I conducted semi-structured interviews with the student and with Prof. Smith. I also took notes about the professor's ideas about writing. I wrote down the professor's indications (taken from classroom observation) in relation to his expectations about what to include in the reaction papers and I read previous publications of the professor in relation to writing, reflecting, and critical thinking to see if there was coherence coherence, constant phase difference in two or more Waves over time. Two waves are said to be in phase if their crests and troughs meet at the same place at the same time, and the waves are out of phase if the crests of one meet the troughs of another. between his assignment and his ideas.
The findings of this study were organized in three major categories:
4.1. Content of the reaction papers
To Prof. Smith, writing reaction papers is not merely a matter of putting words down on paper about the text, but "based on the text, the writer reads that text and, then, in a critical way ...-and here we're talking about critical thinking-... the writer critically expresses his or her opinions about the text" (Prof. Smith, personal communication: interview, November 27, 2003) At the beginning, Trinity seemed to be just writing something, but she was not critically reacting to the readings as can be confirmed on marginal notes written by Prof. Smith, such as: "Why not?, How would you define this?" Prof. Smith also wrote a comment at the end of the reaction paper recommending her to "keep making more connections".
4.2. Purpose of the reaction papers
From the very beginning of the course, Prof Smith clearly expressed what the purpose of writing the reaction papers was. I quote very briefly some of the oral directions he gave in class several times in relation to what should be included in a reaction paper: "I do not want summaries"; "Make connections"; "I want to know what you think"; "I want your opinions, ideas, reflections"; "I want you to write your ideas about something that catches your attention from the method/approach we study in class" Prof. Smith' comments in Trinity's following reaction papers were diverse. In the second reaction, she seemed to have improved in stating her ideas with more precision and making connections. He even recognised this when he wrote, "Nice connections! Keep working this way. It's a real improvement! Congrats con·grats Informal
Congratulations: sent him my congrats. ! Keep up the good work". Nevertheless, in the third paper, he stated that he believed she "could have expanded your (Trinity's) ideas a little more- as you did in your previous paper. Do not fall back but move forward! Keep trying!" These comments implied that she was not well aware of what she was doing.
4.3. Improvement in writing
In the last three reaction papers, Trinity showed a great improvement in terms of expressing her ideas more clearly, supporting for her ideas on the literature, making connections, and judging whether she agreed or not with what she had read. It is possible to confirm her improvement by reading the notes Prof. Smith wrote including, "Indeed; good question; good; keep up the nice job; this is valid; good point; agree" among others.
For Trinity, writing a reaction paper was not unfamiliar. Nevertheless, she considered this assignment a very difficult one, as it stated by herself in an interview:
Writing reaction papers is a very complicated job. Sometimes, I don't know if what I think is valid or not. But I write anyway because I know I have to write my ideas, my feelings. The problem is that I don't know if my ideas would please those of the professor.
However, Prof. Smith was well aware of this fact. Moreover, he did not expect that the students knew what a reaction paper was. That was not one of his expectations. Instead, he knew that he had to help them grasp the idea of reflecting, of writing reaction papers. However, he assumed that,
... After giving the students clear instructions of what a reaction paper might look like ... the student might be able progressively to grasp the idea and then, little by little, with more help -basically from me- this student here, eventually, get what a reaction paper should look like.
Hence, the professor was very clear from the beginning of what the students and he himself were about to face. Prof. Smith was sure that he was there to help the students as much as possible in the assignment they were to accomplish. To Prof. Smith, a reaction paper was the voice of the student him/herself. He wanted to "see the student in the paper". To achieve this purpose, the students were "to question what the author has written down, to think about that and to express their opinions, feelings, emotions, agreements or disagreements in terms of that reading text". Prof. Smith wanted Trinity to realise that she was doing that on the reaction paper, but she needed to improve.
To Prof. Smith reflection is a mental process in which you "are getting something, you are learning something" by expressing your ideas about something. He also considers that "you start the process with thinking ... and then you move one step further up in the mental process and then you're getting something and you're learning" Trinity started to grasp this idea with difficulties, but she was progressively realising that it was a process which involves thinking critically, reflecting and learning. She also realised that, by writing reflectively, she could learn easily and learning itself became an active and significant process.
5. Conclusions, implications and recommendations
Fostering students to write reaction papers help them to develop a reflective skill and therefore to think critically about a topic. It also gives students the possibility to express their ideas, feelings and opinions without being afraid of making mistakes. Reaction papers encourage students to provide a personal but objective reflection on the ideas exposed in a text as well as to connect these ideas with the students' own teaching and learning situations. That is, they help to connect any new idea and/or information with one's own performance for the purpose of constructing meaning and learning. Reaction papers inevitably lead to reflective writing because their main purpose is to expose the student to a writing situation in which he/she needs to critically reflect about a topic and see how it is applicable in his/her own teaching/learning situation. Moreover, reaction papers provide the student with the possibility to keep a record of his/her achievements in terms of what he/she has learnt in a written form (Villalobos, 1997). However, it is also of paramount importance that the professor promoting reflective writing through reaction papers knows that for most of the students this is a new challenging activity to which they are not used to dealing with. Professors should give as many indications as necessary to help students to grasp the idea of what a reaction paper might look like. Professors must also be patient enough with those students who take more time to understand the underlying principle of writing the reaction papers. This is unquestionably un·ques·tion·a·ble
Beyond question or doubt. See Synonyms at authentic.
un·question·a·bil necessary to achieve a satisfactory level of development in the student as a potential reflective thinker. Otherwise, instead of helping them to think critically and to reflect deeply about something, they would be creating a kind of psychological trauma Psychological trauma is a type of damage to the psyche that occurs as a result of a traumatic event. When that trauma leads to Post Traumatic Stress Disorder, damage can be measured in physical changes inside the brain and to brain chemistry, which affect the person's and as a result a possible rejection of the process of reflecting.
In conclusion, reaction papers offer a viable way to encourage students in reflective writing assignments; therefore, their value as a technique to be emulated. However, it is strongly recommended to continue researching this topic to achieve a better understanding of the possible advantages related to the use of reaction papers as a means to develop reflective writing as well as effective tools to promote development of critical thinking.
Bloom, B.S. (Ed.) (1956). Taxonomy of educational objectives The Taxonomy of Educational Objectives, often called Bloom's Taxonomy, is a classification of the different objectives and skills that educators set for students (learning objectives). , handbook
This article is about reference works. For the subnotebook computer, see .
n area of study that deals with the processes and measurable results of study, as well as the practical ability to apply intelligence. . New York New York, state, United States
New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of , NY: David Mckay.
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A revision in a company's earlier financial statements.
The need for restating financial figures can result from fraud, misrepresentation, or a simple clerical error. of the Relation of Reflective Thinking to the Educative ed·u·ca·tive
Adj. 1. educative - resulting in education; "an educative experience"
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Variant of interpretive.
in·terpre·ta models of six types of thinking for professional educators. (Doctoral dissertation dis·ser·ta·tion
A lengthy, formal treatise, especially one written by a candidate for the doctoral degree at a university; a thesis.
1. , The University of Iowa Not to be confused with Iowa State University.
The first faculty offered instruction at the University in March 1855 to students in the Old Mechanics Building, situated where Seashore Hall is now. In September 1855, the student body numbered 124, of which, 41 were women. ).
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Jaimes is a Professor at the University of The Andes.