Title

A reflective learning taxonomy for an educational tour

Document Type

Journal article

Source Publication

Educational Research for Policy and Practice

Publication Date

10-1-2012

Volume

11

Issue

3

First Page

243

Last Page

260

Publisher

Springer Netherlands

Keywords

Educational tour, Learning taxonomy and outcome, Reflective learning

Abstract

This study is to investigate the reflective learning in a group of secondary school students who participated in an educational tour to Liannan, which is located in a rural area in Guangdong Province, Mainland China. The specific aim is to develop a framework to describe the learning in an educational tour. For this purpose, data were collected through students' reflective writing in daily journals and end-of-trip sharing passages, triangulated with participant observation and interviews. The data analysis involved the use of grounded theory's constant-comparative technique-an inductive method for generating hypotheses that are grounded in data. During the analysis of the data, the types of student learning which emerged were categorized in a Reflective Learning Taxonomy for an educational tour, comprising seven levels which are developmental in nature. The interpretative framework based on such a taxonomy of reflective learning reveals the rich context of learning in an educational tour and so makes a contribution to research on learning outside the classroom.

DOI

10.1007/s10671-011-9124-7

Language

English

Print ISSN

15702081

E-ISSN

15731723

Publisher Statement

Copyright © 2011 Springer Science+Business Media B.V. Access to external full text or publisher's version may require subscription.

Full-text Version

Publisher’s Version

Recommended Citation

Cheng, S. K. T., Ho, K. K. (2012). A reflective learning taxonomy for an educational tour. Educational Research for Policy and Practice, 11(3), 243-260. doi: 10.1007/s10671-011-9124-7

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