A reflective learning taxonomy for an educational tour
Educational Research for Policy and Practice
Educational tour, Learning taxonomy and outcome, Reflective learning
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.
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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