Analysis of undergraduate students’ reflections when working on non-formal science activities

Teresa Serra, Jordi Colomer

Resum


Two non-formal science activities were chosen as platforms for undergraduate students to improve their competencies, especially in communicating science. Students answered a list of reflective questions. Four complete units were chosen with which to analyze the students’ responses and which were classified into methodological (description, argumentation and contribution) and reflective (understanding, reflection and critical reflection).

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ISSN: 2385-6203

Edita: CIDUI Congrés Internacional de Docència Universitària i Innovació

Vila Universitària. Local F2.1. Campus UAB - Bellaterra