The effect of reflective science journal writing on students’ self-regulated learning strategies

Nawar M. Al-Rawahi, Sulaiman M. Al-Balushi

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

The current study investigates the effectiveness of grade-ten students’ reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students in the control group. Both groups studied a science text unit called ‘Matter and Energy in Chemical Reactions’. Students in the experimental group were given a model for a journal, which they wrote after they finished their science lessons. They reflected on their dialogues with their teacher and classmates. They also reflected on their scientific observations, their main conclusions, their evaluation of their level of understanding of the scientific concepts presented in the lesson, their achievement of the lesson goals, and their personal feelings regarding what was taught in the lesson. The control group studied the same unit without writing reflective journals. We used a modified self-regulation strategy instrument to measure the effectiveness of treatment. The results showed that participants in the journal-writing group (experimental group) (M=3.96; SD=0.37) significantly outperformed participants in the control group (M=3.62; SD=0.28) with respect to their self-regulation strategies. The study recommends that reflective journal-writing should be encouraged by science teachers and in science textbooks.

Original languageEnglish
Pages (from-to)367-379
Number of pages13
JournalInternational Journal of Environmental and Science Education
Volume10
Issue number3
DOIs
Publication statusPublished - Jul 1 2015

Fingerprint

learning strategy
student
learning
Students
science
Group
Textbooks
textbook
self-regulation
chemical reaction
experimental design
Design of experiments
Chemical reactions
effect
Oman
teacher
energy
dialogue
regulation
evaluation

Keywords

  • Reflective journal writing
  • Science learning
  • Self-reflection
  • Self-regulation strategies

ASJC Scopus subject areas

  • Education
  • Environmental Science(all)
  • Engineering(all)

Cite this

@article{4143aeb0dda64bb1b9c8baf59aeba7b0,
title = "The effect of reflective science journal writing on students’ self-regulated learning strategies",
abstract = "The current study investigates the effectiveness of grade-ten students’ reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students in the control group. Both groups studied a science text unit called ‘Matter and Energy in Chemical Reactions’. Students in the experimental group were given a model for a journal, which they wrote after they finished their science lessons. They reflected on their dialogues with their teacher and classmates. They also reflected on their scientific observations, their main conclusions, their evaluation of their level of understanding of the scientific concepts presented in the lesson, their achievement of the lesson goals, and their personal feelings regarding what was taught in the lesson. The control group studied the same unit without writing reflective journals. We used a modified self-regulation strategy instrument to measure the effectiveness of treatment. The results showed that participants in the journal-writing group (experimental group) (M=3.96; SD=0.37) significantly outperformed participants in the control group (M=3.62; SD=0.28) with respect to their self-regulation strategies. The study recommends that reflective journal-writing should be encouraged by science teachers and in science textbooks.",
keywords = "Reflective journal writing, Science learning, Self-reflection, Self-regulation strategies",
author = "Al-Rawahi, {Nawar M.} and Al-Balushi, {Sulaiman M.}",
year = "2015",
month = "7",
day = "1",
doi = "10.12973/ijese.2015.250a",
language = "English",
volume = "10",
pages = "367--379",
journal = "International Journal of Environmental and Science Education",
issn = "1306-3065",
publisher = "The International Society of Educational Research",
number = "3",

}

TY - JOUR

T1 - The effect of reflective science journal writing on students’ self-regulated learning strategies

AU - Al-Rawahi, Nawar M.

AU - Al-Balushi, Sulaiman M.

PY - 2015/7/1

Y1 - 2015/7/1

N2 - The current study investigates the effectiveness of grade-ten students’ reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students in the control group. Both groups studied a science text unit called ‘Matter and Energy in Chemical Reactions’. Students in the experimental group were given a model for a journal, which they wrote after they finished their science lessons. They reflected on their dialogues with their teacher and classmates. They also reflected on their scientific observations, their main conclusions, their evaluation of their level of understanding of the scientific concepts presented in the lesson, their achievement of the lesson goals, and their personal feelings regarding what was taught in the lesson. The control group studied the same unit without writing reflective journals. We used a modified self-regulation strategy instrument to measure the effectiveness of treatment. The results showed that participants in the journal-writing group (experimental group) (M=3.96; SD=0.37) significantly outperformed participants in the control group (M=3.62; SD=0.28) with respect to their self-regulation strategies. The study recommends that reflective journal-writing should be encouraged by science teachers and in science textbooks.

AB - The current study investigates the effectiveness of grade-ten students’ reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students in the control group. Both groups studied a science text unit called ‘Matter and Energy in Chemical Reactions’. Students in the experimental group were given a model for a journal, which they wrote after they finished their science lessons. They reflected on their dialogues with their teacher and classmates. They also reflected on their scientific observations, their main conclusions, their evaluation of their level of understanding of the scientific concepts presented in the lesson, their achievement of the lesson goals, and their personal feelings regarding what was taught in the lesson. The control group studied the same unit without writing reflective journals. We used a modified self-regulation strategy instrument to measure the effectiveness of treatment. The results showed that participants in the journal-writing group (experimental group) (M=3.96; SD=0.37) significantly outperformed participants in the control group (M=3.62; SD=0.28) with respect to their self-regulation strategies. The study recommends that reflective journal-writing should be encouraged by science teachers and in science textbooks.

KW - Reflective journal writing

KW - Science learning

KW - Self-reflection

KW - Self-regulation strategies

UR - http://www.scopus.com/inward/record.url?scp=84937400258&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84937400258&partnerID=8YFLogxK

U2 - 10.12973/ijese.2015.250a

DO - 10.12973/ijese.2015.250a

M3 - Article

VL - 10

SP - 367

EP - 379

JO - International Journal of Environmental and Science Education

JF - International Journal of Environmental and Science Education

SN - 1306-3065

IS - 3

ER -