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
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
Language
English
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