Little discourse has emerged surrounding the notion of how best to utilise the available clinical placements, how to better prepare students for their placements or how to engage students in reflection and reflective practice as described by Boud (1999) and Schon (1987) [ 29, 30].
In explaining the purpose of the activities, for example, some instructors chose to directly tell students about the purpose of the activities (Michelle, Betsy, Timothy, Esther, Tracey) while others engaged students in reflection and discussion to help them discover the purpose of the activities (Daniel).
Service learning is an "educational experience in which students participate in an organised service activity that meets identified community needs and actively engages students in reflection to increase understanding of course content, provide broader appreciation of the discipline, and enhance students' sense of civic responsibility" (Brown and Roodin 2001).
Corey, J. "Loren Eiseley's 'Our Own True Notebook': Engaging Students in Effective Reflection". Pupil: a Sourcebook for Teachers of Rhetoric and Composition (2014).
When teachers allow adequate time for feedback and reflection, engaging students in role playing and peer education, this promotes active learning [ 7].
We also aimed to recruit experts, who reported engaging students in generative cognitive engagement (Table 1, Chi and Wylie 2014) for four or more years and had evidence of robust student learning gains and/or a systematic reflection practice.
Engaging students in analyzing key experiments in the history of science can alert students to ways of thinking that are currently considered incorrect, but that often show how common student misconceptions are reflections of historical scientific thinking.
This session will offer teaching strategies for instructors to engage students in self-reflection, including how to decide what to emphasize, and how reflection may differ across disciplines.
Teaching science in SSI contexts allows science teachers to engage students in moral discussions and reflection on the value-laden and socially-embedded nature of science (Zeidler et al. 2002).
The results suggest that this program successfully engaged students in student-directed inquiry.
