Using Student Journals to Stimulate Authentic Learning: Balancing Bloom's Cognitive and Affective Domains

Bolin, Aaron U.; Khramtsova, Irina; Saarnio, David A.

doi:10.1207/s15328023top3203_3

Cited by 42 publications

(35 citation statements)

References 11 publications

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“…This has evolved into a more recent interest and tendency for diaries and journals to be used as part of a much wider reflexive meta-cognitive strategy to assist students in understanding their ability to transform their own learning strategies whilst in study at university, and subsequently (and possibly controversially-see for example Crème 2005) to link these with attainment levels, the diaries themselves being used for both assessment and predictive grading purposes (Hyers 2001;Hui-fang 2005). Research in the fields of diaries and journaling has demonstrated that prospective and dynamic writing, in contrast with retrospective writing, may well increase the validity of students' assessment of their work and can highlight the powerful role of the teacher in interpreting formal assessment 'discourses' (Thornbury 1991;McCrindle & Christensen 1995;Bolin et al 2005). Further, emerging research (Struyven et al *Corresponding author.…”

Section: Introductionmentioning

confidence: 99%

Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance?

Gleaves

Walker

Grey

2008

Assessment & Evaluation in Higher Education

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Section: Introductionmentioning

confidence: 99%

Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance?

Gleaves

Walker

Grey

2008

Assessment & Evaluation in Higher Education

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“…Authentic activities provide the opportunity to reflect 7. Authentic activities can be integrated and applied Against all the characteristics written upwards, researchers accentuate that it is impossible to design truly 'authentic' learning tasks and there has been a great deal of written about the differences between the tasks and problems that we face in real-world and in schools [18], [41].…”

Section: "Learners Need To Have Opportunities To: Explore a Situationmentioning

confidence: 99%

The Effect of Technology on Students Opinions about Authentic Learning Activities in Science Courses

Coşkun¹,

Doğan²,

Uluay³

2017

ujer

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Today, most of the researchers have agreed on the importance of classroom environment where students responsible of their own learning. It is important to use modern learning methods with technology to reach this aim in courses. The main purpose of this study is to investigate the effect of using Technology in science courses to investigate 7th grade students' opinions about Authentic Learning and using technology in science courses. In order to achieve that, a qualitative study was administered with a total of 32 students been in 7th grade. The study was conducted at a public secondary school during the spring term of the 2014-2015 education years in Turkey. At the beginning of the study we implemented Authentic Learning Activities that supported by technology (ALAST) in 7th grade science course for 9 weeks. These activities were "Publishing a Newspaper", "Filming a Short Movie" and "Preparing a Mini-Symposium" After implementation, semi-structured interviews were performed with small group of participants. The obtained data was evaluated by considering the context analysis of interview forms. Results of the study showed that, with ALASTs, students' opinions about authentic learning and technology usage in science class change through to a positive perspective. Students wanted to attend lesson more actively, they realized what authentic learning is and stated out that they can use technology for learning science. Also their opinions developed through using technology in school and out of school life for learning science.

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“…This structure aims to classify students' learning outputs and achieving togetherness by assessing their achievements with the same assessment tool (Krathwohl, 2002). Bloom and his colleagues can be accepted as the first pioneers of evaluation of learning outputs through the taxonomy of detailed educational objectives (Bolin, Khramtsova and Saarnio, 2005).…”

Section: Theoretical Framework Cognitive and Affective Objectives In mentioning

confidence: 99%

Evaluation of Educational Outputs in Cognitive and Affective Domains

Gökçe¹

2014

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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The purpose of this study was to evaluate teacher and student performance in cognitive and affective domains. A total of 409 teachers and 824 eighth grades participated in this study. The scale used in this research was composed of a total of 50 behaviors, 20 belonging to the cognitive and 30 to the affective domain. Results revealed that the teachers did not exhibit the cognitive and affective behaviors in the learning-teaching process at desired levels. Another result was that 62% of the cognitive acquisitions were determined by the affective behaviors. This result indicates that a great majority of the behaviors that the students exhibited in the learning-teaching process appeared in accordance with the mutual dependency relationship of the cognitive and affective domains. In the light of these judgments, the present study suggests that the learning-teaching process should be arranged in a way that will meet students' expectations in order to increase the performance levels of the teachers Key Words: Education, educational outputs, evaluation, cognitive domain, affective domain. Uludağ Üniversitesi Eğitim Fakültesi Dergisi Bilişsel ve Duyuşsal Alanlarda Eğitsel Çıktıların Değerlendirilmesi ÖZETBu araştırmanın amacı bilişsel ve duyuşsal alanlarda öğretmen ve öğrencilerin performanslarını değerlendirmektir. Araştırmaya 409 öğretmen ile 824 sekizinci sınıf öğrencisi dahil edilmiştir. Araştırmada kullanılan ölçek, 20'si bilişsel alana-, 30'u da duyuşsal alan ile ilgili olmak üzere toplam 50 davranıştan oluşmaktadır. Yapılan geçerlik ve güvenirlik çalışması sonucunda ölçeğin yeterli geçerlik ve güvenirliğe sahip olduğu görülmüştür. Araştırma sonucuna göre öğretmenlerin öğrenme-öğretme sürecinde bilişsel ve duyuşsal davranışları istenilen düzeylerde göstermedikleri belirlenmiştir. Araştırmanın diğer bir sonucu ise, bilişsel kazanımların % 62'sinin duyuşsal davranışlar tarafından belirlendiğinin ortaya çıkmasıdır. Bu sonuç öğrencilerin öğrenme-öğretme sürecinde gösterdikleri davranışlarının büyük bölümünün bilişsel ve duyuşsal alanların karşılıklı bağımlılık ilişkisine göre ortaya çıktığı şeklinde değerlendirilebilir. Bu yargılardan hareketle öğrenme-öğretme sürecinin öğrencilerin beklentilerini karşılayacak biçimde düzenlendiğinde öğretmenlerin performanslarının artabileceği söylenebilir Anahtar Sözcükler: Eğitim, eğitimsel çıktılar, değerlendirme, bilişsel alan, duyuşsal alan.

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Using Student Journals to Stimulate Authentic Learning: Balancing Bloom's Cognitive and Affective Domains

Cited by 42 publications

References 11 publications

Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance?

Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance?

The Effect of Technology on Students Opinions about Authentic Learning Activities in Science Courses

Evaluation of Educational Outputs in Cognitive and Affective Domains

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