A Taxonomy of Emotion and Cognition for Student Reflection: Introducing Emo-Cog

Autor/inn/en	Harvey, Marina; Baumann, Chris; Fredericks, Vanessa
Titel	A Taxonomy of Emotion and Cognition for Student Reflection: Introducing Emo-Cog
Quelle	In: Higher Education Research and Development, 38 (2019) 6, S.1138-1153 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harvey, Marina) ORCID (Baumann, Chris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1629879
Schlagwörter	Taxonomy; Learning Experience; Cross Cultural Studies; Teaching Methods; Reflection; Student Attitudes; Foreign Countries; Affective Behavior; Schemata (Cognition); Emotional Response; Educational Practices; Writing (Composition); Hong Kong; South Korea; Australia; Denmark + Suchen Sie Ihr Suchwort? Taxonomie; Lernerfahrung; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Ausland; Affective disturbance; Active behaviour; Affektive Störung; Cognition; Schema; Kognition; Emotionales Verhalten; Bildungspraxis; Schreibübung; Hongkong; Korea; Republik; Australien; Dänemark
Abstract	Reflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students' learning experience. Students' written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n = 760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01