Reflective Writing as a Tool for Assessing Teamwork in Bioscience: Insights into Student Performance and Understanding of Teamwork

Autor/in	Mayne, Lynne
Titel	Reflective Writing as a Tool for Assessing Teamwork in Bioscience: Insights into Student Performance and Understanding of Teamwork
Quelle	In: Biochemistry and Molecular Biology Education, 40 (2012) 4, S.234-240 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20621
Schlagwörter	Biotechnology; Biochemistry; Teamwork; Metacognition; Reflection; Problem Based Learning; Science Process Skills; Skill Analysis; Content Area Writing; Writing Processes; Writing Skills; Performance Based Assessment; Student Projects; Writing Exercises; Group Dynamics; Educational Experience; Learning Experience; Social Cognition; Interpersonal Competence + Suchen Sie Ihr Suchwort? Biotechnologie; Biochemie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problem-based learning; Problemorientiertes Lernen; Schriftliche Übung; Writing skill; Schreibfertigkeit; Leistungsermittlung; Schulprojekt; Schreibübung; Gruppendynamik; Bildungserfahrung; Lernerfahrung; Soziale Kognition; Interpersonale Kompetenz
Abstract	To ensure a modern bioscience curriculum that responds to the current needs of stakeholders, there is a need to embed a range of generic capabilities that enables graduates to succeed in and contribute to a rapidly changing world, as well as building strong bioscience skills and knowledge. The curriculum must also prepare students for a rapidly evolving competitive work place and align with the needs of industry. This creates a challenge, how do we develop generic capabilities without losing discipline content. This report analyses teamwork projects embedded in an undergraduate Biotechnology degree designed to promote teamwork skills along with a deeper understanding of the underpinning biochemistry. Student reflective writing was used to capture students' understanding and experience of teamwork as well as provide insight into their metacognition. The analysis demonstrates that 73% of Year 3 and 93% of Year 4 students were capable of learning about teamwork through reflective writing. While the importance of frequent high quality communication was a common theme, evidence suggests that many students were unsophisticated in their use of communication software. The analysis also highlighted the depth of metacognition that underpins successful team function and the significant weaknesses in self-insight some students possess. These findings challenge assumptions regarding student capacity for leadership and the ability of some students to contribute to successful team outcomes. It is essential for the design of teamwork experiences to fully understand the competencies that underlie teamwork, the metacognitive processes required, and ensure that assessments are fair and measure individual academic performance. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10