Written Reflection Influences Science Students’ Perceptions of Their Own and Their Peers’ Teamwork and Related Employability Skills

Thomas J. Hiscox, Theo Papakonstantinou, Gerry M. Rayner

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)

Abstract

The impact of written reflection on tertiary students’ self-efficacy, and corresponding evaluation of their peers’ abilities, is often imprecise and lacking in clarity. This study thus sought to assess the effects of a written reflective diary on science undergraduates’ teamwork-related and other employability skills. Employability skills, in particular students’ teamwork-related skills, are crucial to students’ career development and progression. Assessment was carried out using a series of pre and post-reflection online surveys, the TeamQ assessment rubric, and student focus groups. Participants identified five key teamwork skills, the importance of which remained constant over time. Written reflection had a significant, positive effect on students’ self-efficacy of their oral communication skills. Students’ written reflections were also important in shaping their perceptions about the domain of fostering a team climate, both in terms of their own self-efficacy and perceptions of their peers’ abilities. This study has interesting implications for future research into science students’ teamwork and other employability skills

Original languageEnglish
Pages (from-to)15-28
Number of pages14
JournalInternational Journal of Innovation in Science and Mathematics Education
Volume30
Issue number4
DOIs
Publication statusPublished - 7 Sept 2022

Keywords

  • Peer assessment
  • Science undergraduate
  • Self assessment
  • Self-efficacy
  • Self-reflection
  • Teamwork
  • Written reflection

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