We present the rationale, development, and evaluation of a simple tool designed to encourage reflective thinking in first year undergraduate students. We outline the role of reflection in undergraduate studies of psychology, and suggest how this may underpin the development of critical thinking. We then examine a ‘design brief’ which informed the development of the Learning Achievement Self-Evaluation Record (LASER). The LASER is then described, and an evaluation of its impact on students and the curriculum is presented.
References
1.
BarberP. (2002). Critical analysis of psychological research: Rationale and design for a proposed course for the undergraduate psychology curriculum. Psychology Learning and Teaching, 2, 95–101.
2.
BarberP. (2003). Critical analysis of psychological research. II: Delivering a course for inclusion in the core curriculum of psychology. Psychology Learning and Teaching, 3, 15–26.
3.
HixonJ. G.SwannW. B.Jr. (1993). When does introspection bear fruit? Self-reflection, self-insight, and interpersonal choices. Journal of Personality and Social Psychology, 64, 35–43.
4.
KesslerP. D.LundC. H. (2004). Reflective journaling: Developing an online journal for distance education. Nurse Educator, 29(1), 20–24.
5.
SchönD. A. (1983). The reflective practitioner. How professionals think in action. London: Temple Smith.
