A reflective learning taxonomy for an educational tour

Kin Tak, Samuel CHENG, Kwok Keung HO

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

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.
Original languageEnglish
Pages (from-to)243-260
Number of pages18
JournalEducational Research for Policy and Practice
Volume11
Issue number3
DOIs
Publication statusPublished - 1 Oct 2012

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taxonomy
learning
student
participant observation
grounded theory
secondary school
rural area
data analysis
classroom
China
interview
Group

Cite this

CHENG, Kin Tak, Samuel ; HO, Kwok Keung. / A reflective learning taxonomy for an educational tour. In: Educational Research for Policy and Practice. 2012 ; Vol. 11, No. 3. pp. 243-260.
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A reflective learning taxonomy for an educational tour. / CHENG, Kin Tak, Samuel; HO, Kwok Keung.

In: Educational Research for Policy and Practice, Vol. 11, No. 3, 01.10.2012, p. 243-260.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

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