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ERIC Number: EJ1078752
Record Type: Journal
Publication Date: 2015-Oct
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0313-5373
Examining the Effects of Reflective Journals on Pre-Service Science Teachers' General Chemistry Laboratory Achievement
Cengiz, Canan; Karatas, Faik Özgür
Australian Journal of Teacher Education, v40 n10 Article 8 Oct 2015
The general chemistry laboratory is an appropriate place for learning chemistry well. It is also effective for stimulating higher-order thinking skills, including reflective thinking, a skill that is crucial for science teaching as well as learning. This study aims to examine the effects of feedback-supported reflective journal-keeping activities on first-year pre-service science teachers' achievement. The pre-service science teachers were observed for eight weeks by collecting their journals. At the beginning and end of this process, an achievement test was administered. At the end of the study, the participants were also interviewed. It was found that feedback-supported reflective journal-keeping activities improved the first-year pre-service science teachers' achievement scores, and the majority of the participants believed that the activities had positive effects on their meta-cognition and learning.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A