The Journal: An Autobiographical Approach to Learning

Hettich, Paul

doi:10.1207/s15328023top0302_3

Cited by 32 publications

(20 citation statements)

References 1 publication

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“…Similar findings were also reported in introductory psychology when measuring students' attitudes toward autobiographical learning (Finke & Davis, 1988;Hettich, 1976;Mayo, 2003b). Moreover, Hettich (1980) uncovered comparable evidence in support of autobiographical learning relative to classes in cognition, psychology of learning, and consumer, experimental, and industrial psychology.…”

Section: Anecdotal Reportssupporting

confidence: 65%

“…Similar to the basic instructional goal inherent in my earlier, related work with autobiographical learning methods, the aim of the current miniautobiographical assignments is to assess students' abilities to apply psychological concepts to their personal lives across a broad range of course topics and life experiences. Congruent with the findings of prior reports on the use of autobiographical learning techniques in the psychology classroom (Finke & Davis, 1988;Grasha, 1998;Hettich, 1976Hettich, , 1980Mayo, 2001Mayo, , 2003aMayo, , 2003b, I predict that students will better comprehend and apply course content relative to students exposed to conventional didactics alone.…”

Section: Purpose Of the Present Studymentioning

confidence: 58%

“…By enhancing course relevance to students' personal lives, partaking in the process of autobiographical narration (especially in written form) constitutes a type of personalistic research (Klos, 1976) that successfully links classroom learning to meaningful introspection in a real-world context. As discussed by Hettich (1976), through autobiographical learning "psychological concepts become anchored to the student's cognitive framework, not just to examples provided by the textbook and teacher" (p. 61). Hettich (1980) went on to say that autobiographical learning "legitimizes the students' private agenda and makes it an integral part of the learning experience .…”

Section: Discussionmentioning

confidence: 99%

“…As argued by Hettich (1976), other noteworthy consequences of autobiographical narration are that it encourages active participation in the learning process along with self-generated feedback. These factors are viewed by Woolfolk (1995) to be of central importance with respect to the role of the student in a constructivist approach to effective learning.…”

Section: Discussionmentioning

confidence: 99%

“…Autobiographical journal writing has been shown to be an effective pedagogical strategy in introductory psychology (Finke & Davis, 1988;Hettich, 1976;Mayo, 2003b), as well as in cognition, psychology of learning, and consumer, experimental, and industrial psychology (Hettich, 1980). In the form of lifestory narration, autobiographical assignments have also produced favorable learning outcomes in both developmental psychology (Mayo, 2001) and psychology of adjustment (Mayo, 2003a).…”

Section: Using Miniautobiographical Narration In Applied Psychology Tmentioning

confidence: 99%

See 4 more Smart Citations

Using Miniautobiographical Narration in Applied Psychology to Personalize Course Content and Improve Conceptual Application

Mayo

2004

Journal of Constructivist Psychology

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Section: Anecdotal Reportssupporting

confidence: 65%

Section: Purpose Of the Present Studymentioning

confidence: 58%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Using Miniautobiographical Narration In Applied Psychology Tmentioning

confidence: 99%

See 3 more Smart Citations

Using Miniautobiographical Narration in Applied Psychology to Personalize Course Content and Improve Conceptual Application

Mayo

2004

Journal of Constructivist Psychology

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A Dialogue with Self: The Journal as an Educational Tool

Hedlund

Furst

Foley

1989

The Journal of Humanistic Education and Development

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Getting the measure of reflection: considering matters of definition and depth

Moon

2007

J Radiother Pract

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Reflection, reflective learning, reflective writing and reflective practice are used increasingly in higher education and professional developmentÀbut we do not work to one definition and there are considerable differences in the views of educationists on issues of definition. Such discrepancies can exist between the staff working with the same student group. The situation can lead to difficulties in indicating to students how to reflect, and what reflective writing 'should look like'. Once students do manage to represent their reflection broadly in the required manner (usually writing), there is frequently observed to be a further problem because their reflection is superficial and descriptive. A consequence is that their learning from the reflective process is restricted. This paper addresses the issue of definition of reflection initially through clarifying the different words used around the notion of reflection (e.g., reflection, reflective learning, reflective writing) and providing some suggested definitions. It then addresses the matters both of how we should help students to start with reflection, and with the problem of the superficiality of much of their work. The 'depth' of reflection is a concept that has not been much discussed in the literature of reflection and yet it seems to be closely related to the quality of reflective work. The paper discusses the concept of depth and then introduces a style of exercise in which a scenario is reproduced at progressively deeper levels of reflection. The exercise is related to a generic framework for reflective writing. The rationale and justification for the exercise and the framework are discussed and suggestions are made for its manner of use. The exercise and the generic framework for reflective writing are in Appendices 1 and 2.The use of reflection to enhance formal learning has become increasingly common in the past 7 years. From the principle beginnings of its use in the professional development of nurses and teachers, its use has spread through other professions. Now, in the form of personal development planning (PDP), there is an expectation that all students in higher education will be deliberately engaging in reflection in the next 2 years. 1 In addition, there are examples of the use of reflective learning journals and other reflective techniques in most, if not all, disciplines. 2 Reflection is not, however, a clearly defined and enacted concept. People hold different views of its nature, which only become revealed at stages such as assessment. For example, what is it that differentiates reflective writing from simple description? There are difficulties not only with the definition itself but also in conveying to learners what it is that we require them to do in reflection and in encouraging reflection that is deeper than description. In this paper, we consider some issues of definition and then focus on the means of encouraging learners to produce a reflective output of good-enough quality for the task at hand.

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The Journal: An Autobiographical Approach to Learning

Abstract: If your student evaluations are weak on “stimulus to thinking outside of the classroom,” you may wish to try The Journal.

Cited by 32 publications

References 1 publication

Using Miniautobiographical Narration in Applied Psychology to Personalize Course Content and Improve Conceptual Application

Using Miniautobiographical Narration in Applied Psychology to Personalize Course Content and Improve Conceptual Application

A Dialogue with Self: The Journal as an Educational Tool

Getting the measure of reflection: considering matters of definition and depth

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