Different strategies to facilitate meaningful reflections among post-secondary students in a community service learning water project

Abstract

This study explored how continuous diverse reflective exercises embedded in a Community Service Learning chemistry lab support science students' meaningful learning. The findings of this study are intended for those involved in teaching natural science in higher education, as well as those interested in Community Service Learning, self-directed learning, and reflective strategies. Fourteen students in a second-year Analytical Chemistry II lab participated in this study. Reflective exercises representing multiple modes of reflection were purposefully designed and embedded across the lab curriculum. Qualitative content analysis of data from reflective writings, scrapbook reflections, and reflective discussions demonstrates that students were able to articulate their self-directed learning from the perspective of academic enhancement, personal growth, and civic engagement in the different reflective exercises. Students indicated a high level of satisfaction, agreed that the integration of diverse continuous reflective strategies can enhance their transformative learning practice in an engaging way, and would like to continue this practice for other science laboratory courses.