Reflective Thinking of Undergraduate Students in Microbiology Lab Experiments
DOI:
https://doi.org/10.18502/kss.v9i13.16060Abstract
This study attempts to examine undergraduate students’ reflective thinking while conducting microbiology lab activities. A collection of particular questions designed to elicit reflective thinking abilities were used in the context of microbiology lab activities to conduct this research utilizing a quantitative descriptive methodology. 32 undergraduate students taking microbiology classes in their fourth semester at a public university in Bandung, Indonesia, served as the study’s subjects. The findings demonstrated that reflective thinking arose in microbiology lab studies at the cognitive presence stage’s resolution phase. Even so, just a small portion (6%) of all the introspective remarks that students have written, had the look of reflection. Students frequently consider the triggering event (49%) and exploration (32%), in that order. The conclusions of this study suggest that microbiological lab activities should be created in a way that promotes the growth of reflective thinking by giving students the chance to perform more challenging laboratory tasks in addition to completing experiments.
Keywords: reflective thinking, microbiology, lab experiments
References
Kurt M. Quality in reflective thinking: elicitation and classification of reflective acts. Qual Quant. 2018;52 S1:247–59. DOI: https://doi.org/10.1007/s11135-017-0609-1
Abdul Rabu SN, Badlishah NS. Levels of students’ reflective thinking skills in a collaborative learning environment using google docs. TechTrends. 2020;64(3):533–41. DOI: https://doi.org/10.1007/s11528-020-00504-5
C. Tsingos-Lucas, S. Bosnic-Anticevich, C.R. Schneider, and L. Smith, “Using reflective writing as a predictor of academic success in different assessment formats.,” American Journal of Pharmaceutical Education. vol. 81, no. 1, p. 2017. https://doi.org/10.5688/ajpe8118. DOI: https://doi.org/10.5688/ajpe8118
Satjatam P, Sarintip R, Teerachai N. Developing reflective thinking instructional model for enhancing students desirable learning outcomes. Educ Res Rev. 2016;11(6):238– 51. DOI: https://doi.org/10.5897/ERR2015.2380
Rosmiati R, Liliasari L, Tjasyono B, Ramalis TR, Satriawan M. Measuring level of reflective thinking of physics pre-service teachers using effective essay argumentation. Reflective Pract. 2020;00(00):565–86. DOI: https://doi.org/10.1080/14623943.2020.1777957
Han NS, Li HK, Sin LC, Sin KP. The evaluation of students’ written reflection on the learning of general chemistry lab experiment. Malaysian Online Journal of Educational Science. 2014;2(4):45–52.
Veal WR, Taylor D, Rogers AL. Using self-reflection to increase science process skills in the general chemistry laboratory. J Chem Educ. 2009;86(3):393–8. DOI: https://doi.org/10.1021/ed086p393
Sarican G, Akgunduz D. The impact of integrated STEM education on academic achievement, reflective thinking skills towards problem solving and permanence in learning in science education. Cypriot Journal of Educational Sciences. 2018;13(1):94– 113. DOI: https://doi.org/10.18844/cjes.v13i1.3372
Cengiz C, Karatas FÖ. Examining the effects of reflective journals on pre-service science teachers’ general chemistry laboratory achievement. Aust J Teach Educ. 2015;40(10):125–46. DOI: https://doi.org/10.14221/ajte.2015v40n10.8
Dobbins R. The challenge of developing a ‘Reflective Practicum,’. Asia Pac J Teach Educ. 1996;24(3):269–80. DOI: https://doi.org/10.1080/1359866960240305
Sultana F, Lim CP, Liang M. E-portfolios and the development of students’ reflective thinking at a Hong Kong University. Journal of Computers in Education. 2020;7(3):277–94. DOI: https://doi.org/10.1007/s40692-020-00157-6
Oner D, Adadan E. Use of web-based portfolios as tools for reflection in preservice teacher education. J Teach Educ. 2011;62(5):477–92. DOI: https://doi.org/10.1177/0022487111416123
Russell CB, Weaver GC. A comparative study of traditional, inquiry-based, and research-based laboratory curricula: impacts on understanding of the nature of science. Chem Educ Res Pract. 2011;12(1):57–67. DOI: https://doi.org/10.1039/C1RP90008K
Redmond P. Reflection as an indicator of cognitive presence. E-Learn Digit Media. 2014;11(1):46–58. DOI: https://doi.org/10.2304/elea.2014.11.1.46
Rivas SF, Saiz C, Ossa C. “Metacognitive strategies and development of critical thinking in higher education.,” Frontiers in Psychology. vol. 13, no. June, p. 2022. https://doi.org/10.3389/fpsyg.2022.913219. DOI: https://doi.org/10.3389/fpsyg.2022.913219
Xu H, Talanquer V. Effect of the level of inquiry of lab experiments on general chemistry students’ written reflections. J Chem Educ. 2013;90(1):21–8. DOI: https://doi.org/10.1021/ed3002368
Beavers E, Orange A, Kirkwood D. Fostering critical and reflective thinking in an authentic learning situation. J Early Child Teach Educ. 2017;38(1):3–18. DOI: https://doi.org/10.1080/10901027.2016.1274693
Parry D, Walsh C, Larsen C, Hogan J. Reflective practice: A place in enhancing learning in the undergraduate bioscience teaching laboratory? Biosci Educ E-J. 2012;19(1):1–10. DOI: https://doi.org/10.11120/beej.2012.19000004
Foong L, Nor MB, Nolan A. Individual and collective reflection: deepening early childhood pre-service teachers’ reflective thinking during practicum. Australas J Early Child. 2018;43(1):43–51. DOI: https://doi.org/10.23965/AJEC.43.1.05
Rohman YK. Potential of reflective thinking skills as a bridge for students? Priorknowledge and chemistry experiments skills [IJSR]. Int J Sci Res. 2015;4(9):216–21.
