Examining reflective practice in Science with Practice portfolios: An experiential learning program at Iowa State University

Abstract

Reflection is integral to the experiential learning process (Kolb, 1984). Experiential learning supports reflection and transfer of learning, providing foundational skills that contribute to lifelong learning (AAC&U, 2009). Preflection, experience, reflection, and transfer (PERT) operationalize the experiential learning process in teaching (Retallick, 2010). 4-H popularized Do, Reflect, Apply as a reflection cycle for delivering the Experiential Learning Model to learners (Diem, 2001). Together, PERT and the 4-H Experiential Learning Model align to implement Experiential Learning Theory in formal education. Science with Practice (SWP) exemplifies these principles as an experiential learning program and academic course at Iowa State University (Retallick et al., 2009). PERT was used in SWP curriculum design with Do, Reflect, Apply prompts providing structure for student reflection. Students in SWP generate a learning agreement detailing a description of the planned experience and their expectations (preflection). They construct a portfolio including journal entries in the form of biweekly reflections (formative reflection), and a final reflection (summative reflection). The purpose of this study was to examine reflective practice in SWP by determining the breadth and depth of reflection and describing the use of Do, Reflect, Apply to structure reflection in portfolios. Findings document development of reflective practice with an emphasis on the importance of examining types of reflection and the intentional guidance of reflection. In reflective writing, learners effectively analyze and assess their experience, increase their awareness, transfer their learning, and are transformed by their experience. Executing Do, Reflect, Apply as a structure for facilitating reflective practice is an effective strategy for completing the PERT experiential learning process and developing lifelong learning skills.