Concordia study sees benefits in "reflective writing" in science courses

April 8, 2011

In a study on scientific teaching, in which he followed 15 college and universities students over the course of a term, the principal of Concordia University's Science College asked students to practise "reflective writing," a process in which they digest and analyze assigned readings before classroom discussions and write down their thoughts. Asked to describe how the practice helped their comprehension of course content, students felt they had to put the material into their own words, which helped them to understand and refine key concepts. "Students are often looking for basics to pass courses, but that doesn't engage them," says the principal. "Unless they come to class prepared to ask questions, students end up serving time." Improving science education is the only way Canada can stay at the forefront of the knowledge-based economy, the principal notes. Concordia News