The Impact of Developmental Instruction on Reflective Judgment

Abstract

This study assessed reflectivity in undergraduates enrolled in general education environmental science courses by using the author’s Reflective Judgment-Developmental Instruction Model, based on Kitchener and King’s model, to help students examine their epistemic perspectives. The developmental instruction students had statistically significant higher reflective judgment change scores than traditional instruction students, suggesting that a purposefully structured one-semester intervention can result in epistemic development.