Creating your personal learning journey. A student guide to foster reflection on independent trips.
Ter Horst, Johanna (2021)
2021
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2021111720527
https://urn.fi/URN:NBN:fi:amk-2021111720527
Tiivistelmä
Reflection is an essential part of experiential learning in the outdoors. In this study a reflection card is created for students who want to learn from their experiences without the facilitation of a teacher. This is important because students need guidance and structure to be able to independently use reflection on outdoor trips. Reflection is the main catalysator for learning in the outdoors and is the transfer of those learning lessons into other aspects of life. Hence, a reflection card is an important tool to benefit and learn from experiences and will prevent that the experiences will fade away without active learning or personal growth.
Based on literature in the field of outdoor education, this study explores the concept of reflection and seeks to gain a better understanding of the outdoors as a learning environment. In addition, the study reveals success factors for reflection such as goal setting and reflective methods. Based on these insights a first draft of the reflection card is created. The first draft is reviewed by an outdoor educator, two students and an educational specialist. Based on their input the reflection card was adjusted and finalized to meet the needs of the target group.
Subsequently, the reflection card is implemented and tested among Outdoor Education students of the Humak university of applied sciences. Two students and their teachers are interviewed to evaluate the use of the reflection card in practice. The evaluation is divided into three levels: the reaction of the participants, the effect in learning, and the effect on the behaviour of the participants in the outdoors.
The results show that the reflection card is a useful tool for students to structure their reflection in the outdoors. Participants feel that the card is innovative and valuable. They see a clear need for the card and express the intention to use the card in the future while on trips in the outdoors. Based on the results, this study successfully develops a reflection card for Outdoor Education students and recommends the use of this card in outdoor activities where students need to reflect on their own experiences.
Based on literature in the field of outdoor education, this study explores the concept of reflection and seeks to gain a better understanding of the outdoors as a learning environment. In addition, the study reveals success factors for reflection such as goal setting and reflective methods. Based on these insights a first draft of the reflection card is created. The first draft is reviewed by an outdoor educator, two students and an educational specialist. Based on their input the reflection card was adjusted and finalized to meet the needs of the target group.
Subsequently, the reflection card is implemented and tested among Outdoor Education students of the Humak university of applied sciences. Two students and their teachers are interviewed to evaluate the use of the reflection card in practice. The evaluation is divided into three levels: the reaction of the participants, the effect in learning, and the effect on the behaviour of the participants in the outdoors.
The results show that the reflection card is a useful tool for students to structure their reflection in the outdoors. Participants feel that the card is innovative and valuable. They see a clear need for the card and express the intention to use the card in the future while on trips in the outdoors. Based on the results, this study successfully develops a reflection card for Outdoor Education students and recommends the use of this card in outdoor activities where students need to reflect on their own experiences.