Keywords

journaling pedagogy, reflective thinking, program outcomes

Abstract

Research suggests that journaling will increase reflection and improve program outcomes (Bain, et al, 1999; Duerden, et al, 2012) This study involved a partnership with a non-profit, Global Explorers (GEx), which provides international immersion experiences for youth. Their programs are designed to teach youth participants principles of leadership, environmental awareness, service, and science. This study, which tested whether teaching journaling techniques to youth program facilitators would have a positive impact on participant outcomes, addressed the following hypotheses: 1) Greater training in reflective thinking among participants would be associated with higher outcome scores, and 2) Participants in the intervention group (facilitators trained in journaling pedagogy) would show greater increases in reflective thinking than comparison group members. Results based on participant self-assessment were significant in testing the first hypothesis; reflective thinking is positively associated with outcome measures, but the intervention group did not show increases in reflective thinking.

Original Publication Citation

Bennion, J., Duerden, M. D., & Whitehouse, A. (2016). The role of journaling in reflective writing in experiential education: A case study intervention. Journal of Youth Development 11, (2). Retrieved from http://jyd.pitt.edu/ojs/jyd/article/view/445

Document Type

Peer-Reviewed Article

Publication Date

2016

Publisher

Journal of Youth Development

Language

English

College

Marriott School of Business

Department

Experience Design and Management

University Standing at Time of Publication

Associate Professor

Download

Share

COinS