Implementation and assessment of an experiment in reflective thinking to enrich higher education students’ learning through mediated narratives

Angelina Sánchez-Martí, Marta Sabariego Puig, Antoni Ruiz-Bueno, Rubén Anglés Regós

    Research output: Contribution to journalArticleResearchpeer-review

    10 Citations (Scopus)

    Abstract

    © 2018 Elsevier Ltd This article describes an intervention aimed at fostering reflective thinking in order to investigate its impact in the learning process and competences development of two groups of second-year students on the Early Childhood Education Degree at the University of Barcelona. The design of the study was based on experimental parameters which we characterise here as quasi-experimental with a quasi-control group. The apparatuses used were narrative approaches as vehicles for reflection on students’ own activities. A self-administered questionnaire (with closed and open written responses) assessed the effects of the intervention. The resulting data were analysed with triangulated statistical techniques (lexicometry and bivariate statistics). Our findings confirm that reflective thinking through narratives is valuable for the meaningful understanding of knowledge and its reinterpretation from the standpoint of students’ self-regulation of their own learning.
    Original languageEnglish
    Pages (from-to)12-22
    JournalThinking Skills and Creativity
    Volume29
    DOIs
    Publication statusPublished - 1 Sep 2018

    Keywords

    • Higher education
    • Learning
    • Narratives
    • Pre-service teachers
    • Reflexivity
    • Skills development

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