Reflective learners

If (option=a) then increment Active Learner Count else increment Reflective Learner Count Stepl.2 If (Question no mod 4=2)... 

Step2 If (Active Learner Count>Refletive Learner Count) xl score active=abs(Active Learner Count -Reflective Learner Count)... 

The expert is aware that the electron s history has no significance, but a learner may well expect there to be a greater attraction between an atomic core and the bonding electron that belongs to that atom (Taber, 1998). Such beliefs may seem rather bizarre for those used to thinking of chemistry in terms of fundamental concepts (such as energy and forces), but actually reflect one of the basic principles of magic that seem to commonly influence people s intuitions about the natural world (Nemeroff Rozin, 2000). Indeed the notion that a past association leaves some... 

Through this chapter we would like to express our appreciation of all these educational concepts. Besides (not in contrast) the conceptions mentioned above, our intention is to initialise a process of reflection and maybe of conceptual change for the learners. Learning about the history of science into more detail can be a desired by-product , but it is not the main focus of the approach described above. Therefore, it is our aim to promote learning about basic processes in chemical enquiry, whereas the other projects mainly focused on learning about single topic or phase in the history of chemistry. 

This neglect of the learner s part in reflection is, however, beginning to be remedied. David Boud and colleagues in their own contribution to their edited book. Reflection Turning Experierxce into Learning (1985), have set out what I believe to be the first attempt at a comprehensive description of the reflective process in experiential learning. They note that ... 

As yet little research has been conducted on reflection In learning and that which has been undertaken offers few guidelines for the practical problems which face us as teachers and learners, (p. 21)... 

Probably, for adult learners, most events which precipitate reflection arise out of the normal occurrences of one s life. The impetus may arise from a loss of confidence in or disillusionment with one s existing situation. This could be provoked by an external event, or could develop from one s own reflection on a whole series of occurrences over time, causing a dissatisfaction which leads to a reconsideration of them. . . ... 

Personal reflection and response requires readers to merge understanding of a text with prior knowledge and experience. Questions that ask learners to reflect and respond from a personal point of view might include the following ... 

The Focus-Explore-Reflect-Apply" learning cycle incorporated into the STC units is based on research findings about children s learning. These findings indicate that knowledge is actively constructed by each learner and that children learn science best in a hands-on experimental environment where they can make their own discoveries. The steps of the learning cycle are as follows ... 

The most important subjects of 15 lectures in chemistry education can be presented in a kind of pie-chart (see Fig. 0.1) Learners ideas and misconceptions experiments structural and mental models terminology, symbols and formulae every-day-life chemistry media motivation teaching aims [1]. Because we want to put a lot of emphasis on the learner, she or he is therefore placed at the centre of the diagram. Secondly, scientific ideas should be reflected in association with appropriate teaching processes for the learner. Finally there should be reflections on the human element or context to each subject as Mahaffy [2] has proposed. There are free sectors in that diagram - for more chemistry education subjects to reflect upon. In this book emphasis is given to students preconceptions and misconceptions experiments structural and mental models terminology, symbols and formulae. 

Reflective observation is when we take time to think about what we have done, discuss that with others and learn from their experiences. In particular learners need to think about what was successful and unsuccessful. For example, a group might discuss how easy they found the scenario to work through, whether they needed to tackle any idiosyncrasies of the user interface or how the theoretical situation might be played out in the context of their real-world role. 

The configuration of the training environment needs to reflect that of the live environment to provide learners with a representative experience. Prior to go-live often when the configuration is still in a state of flux this can introduce some complexities. 

The recommendation I would make here is to introduce formulae equations as early as possible and use them to complement word equations, so that younger students get used to seeing the same reaction represented in both forms. This looks like more information for students to handle, but actually once they are used to this approach, the two formats are mutually reinforcing, which will prove helpful to most students. This also reflects research that suggests student learning is supported when learners are able to use multiple forms of representations for the same information. 

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