Promoting transformative learning: Writing a reflective journal in Natural Sciences.

Abstract

This article aims to show that writing a reflective journal in Natural Science can transform the perspectives and thoughts of teacher students and/or promote learning. The study mediates for the use of a reflective journal as an instrument to give meaning to the learning environment from various perspectives by learning in practice. A qualitative research method is used to analyse the entries in a journal on the basis of specific indicators. The findings indicate that the majority of students were positive following the practical experience, and some students showed other perspectives on account of their experience.