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Using a self-reflective journal to enhance science communication

MacCallum, J.ORCID: 0000-0002-0212-3341 and Hickey, R. (1997) Using a self-reflective journal to enhance science communication. In: AARE 1997, November 28 - 4 December 1997, Brisbane, QLD

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In new times the ability to self-evaluate and reflect on one's own actions in communicating with others will be a crucial workplace skill. An innovative peer tutoring course for academic credit, by university science students in high schools, will be presented, with a review on its ability to develop a link between school tutoring and workplace communication. Course content relates to broad issues of science literacy, science communication and group situations and peer interactions. Students complete on-campus lecture and workshop component, and do 20-30 hours of in-school tutoring; assessment includes an examination, assignments in the form of journals, and a personal learning log of experiences.

Findings from the first two years of the course, based on data sources of students' journal entries and responses to the end of unit evaluations (1996, n = 21; 1997, n = 21) are presented. Analysis focuses on the development of reflective skills and students' awareness of their personal power in detecting and solving problems and developing strategies to promote two way communication. The use of self-evaluation through reflective journals was found to enhance the effectiveness of tutoring. Implications for developing the 'human side' of science will be discussed, and the appropriateness of the course to develop these often under-represented aspects of science.

Item Type: Conference Paper
Murdoch Affiliation(s): School of Education
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