Impact of ePortfolios on Science Student-Teachers' Reflective Metacognitive Learning and the Development of Higher-Order Thinking Skills

Autor/in	de Jager, Thelma
Titel	Impact of ePortfolios on Science Student-Teachers' Reflective Metacognitive Learning and the Development of Higher-Order Thinking Skills
Quelle	In: Journal of University Teaching and Learning Practice, 16 (2019) 3, Artikel 3 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Electronic Publishing; Portfolios (Background Materials); Student Teachers; Science Teachers; Reflective Teaching; Metacognition; Thinking Skills; Information Technology; Critical Thinking; Student Attitudes; Educational Attitudes; Learning Processes; Learning Experience + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Informationstechnologie; Kritisches Denken; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Learning process; Lernprozess; Lernerfahrung
Abstract	A concern in higher education is that most students do not acquire higher-order thinking skills, 'cannot think', are not engaged in reflective student-centred teaching and learning and do not always acquire technology skills. Numerous studies have indicated the importance of a digital learning environment that facilitates the acquisition of IT skills, reflective and critical thinking learning skills while creating an electronic portfolio. To establish the impact of portfolios on the reflective metacognitive learning and the development of higher-order thinking skills in student-teachers (n=167) in the field of science, qualitative and quantitative approaches were used to collect data. The results showed that for the majority of the participants (n=160) it was the first time that they had created an ePortfolio and engaged in reflective metacognitive learning experiences. The researcher was able to identify students' weaknesses and strengths, their interests and goals in life. Most of them regarded the learning process as time consuming, did not wish to share poor learning experiences with others, found it difficult to express their learning experiences in a second language and were unable to create an ePortfolio in an organised manner as they were not capable of metacognitive reflection. This paper is relevant for higher education lecturers in developing students to become independent learners by using an ePortfolio. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01