Reflective Practice: a place in enhancing learning in the undergraduate bioscience teaching laboratory?

Abstract

Bioscience employers demand graduates with better practical competence. It is our supposition that, although undesirable, student learning is assessment driven and this is leading students to simply go through the motions in the practical setting (whether field work or laboratory based). In this intervention a Critical Incident Report was introduced as an addition to a traditional laboratory report to encourage students to reflect on practical skills rather than theoretical application. Our research suggests that mark accumulation, linked in this case to report writing, is becoming the focus of students 'learning economy'. The critical incident analysis enhanced students' awareness of reflective practice, but did not generate a perceived increase in reflection on laboratory skills themselves, as evidenced through the questionnaire responses. Qualitative data clarified that students increased their use of reflection to enhance 'mark generation' rather than skills bases. Reflective practice takes time and requires support in the learning environment. Students stated that critical incident analysis, carried out in the laboratory during the practical session, would be useful as a tool to deepen their reflective practice. Overall, this type of reflection may represent an effective tool through which to enhance practical skills and should be further explored in the laboratory context.

Designing easy DNA extraction: Teaching creativity through laboratory practice

“…In line with this result, Parry et al . also stated that reflexivity that was depicted in self‐assessment increased academic knowledge (theoretical knowledge) because they perceived increasing reflection on knowledge needs. This indicates that laboratory practice in the form of creatively design an experiment is able to provide meaningful learning experience to explore their knowledge.…”

Does Reflective Practice and Personalised Feedback Foster Learning?

“…Implementation of reflective practice in learning nurtures students' self-directed learning to be accountable for their learning journey (Knowles, Gilbourne, Borrie, & Nevill, 2001). Eventually, they can experience deep learning (Parry, Walsh, Larsen, & Hogan, 2012), with the activation of active thinking (Louis & Sutton, 1991) and working memory. The growth of reflective practice requires a high level of attentional control, and metacognition to produce a large spectrum of content knowledge with various mental languages (emotive, volitive, and cognitive).…”

Exploration of the scientific papers and self‐assessment of students using the COVID‐19 case on biochemistry course

“…19 This assessment technique can be used to assess skills that have been learn and to strengthen the learning process, including writing skills. 20,21 Self-assessment can be in the form of a questionnaire or checklist. 22,23 This study aims to analyze the scientific papers and self-assessment of students using the current COVID-19 pandemic case in biochemistry course.…”

“…Self‐assessment is a form of assessment of the level of achievement of competencies 19 . This assessment technique can be used to assess skills that have been learn and to strengthen the learning process, including writing skills 20,21 . Self‐assessment can be in the form of a questionnaire or checklist 22,23 …”