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Conference theme: Strategies and Innovations in Teaching and Learning
Title: Reflections on teaching science students the skills of self-reflection and self-directed learning
Shelley Yeo, Robert Loss and Marjan Zadnik.
Abstract:
First year students often experience difficulties transitioning from a controlled
school environment to one in which they are expected to exercise independent
learning and responsibility for managing their own progress. Such skills as
setting goals, monitoring learning and meaningful reflection are not innate;
they require instruction, opportunity and practice to develop. First year science
students usually expect lecturers to determine how and what they will learn,
and monitor that learning, and that they, as students, should not have to be
concerned with such processes. In first year Studio physics units at Curtin
University of Technology, students have undertaken a process to help develop
independent, self-reflection and self-monitoring skills. Each year, instructors
have reviewed, revised and further developed the process. Throughout, students
have remained divided in their beliefs about the value of the process and the
skills they are developing. This paper outlines progressive refinement of the
process over five years and compares the attitudes and skills of students from
two year groups, 1999 and 2002.
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