Scaffolding Critical Thinking Among Interns Through The Use Of Prompts For Reflective Writing

Abstract

With the arrival of the Industrial Revolution 4.0 (IR 4.0), the elimination of some of the existing ones, specifically those that involve repetitive and predictable manual tasks, has become a threat to job seekers and those already employed. With the advancement of technology, employers are currently seeking individuals with essential skills not replaceable by machines. Among the most in-demand skills are critical thinking skills, which are also transferrable skills across different industries and roles. Higher education institutions play a crucial role in moulding the potential of undergraduates to meet the current needs. The tertiary curricula should be tailored to cultivate strong critical thinking abilities. Among the teaching approaches that have been explored and found helpful for the development of critical thinking is through writing reflections. Instead of writing descriptively, writing reflections requires that writers be critical and analytical in their writing. However, writing reflections is very challenging to many student writers, thus, there is a need to scaffold their reflections to help elevate their critical thinking skills. This conceptual paper presents the arguments for scaffolding critical thinking prompts for reflective writing. As assessing higher-order thinking skills involves measuring reasoning over recall and necessitates assessing authentic performances, the scaffold is situated within the internship context. This experience closely mirrors their impending entry into the working world.

References

References
Abdul Haseeb, A. S. M. (2018). Education in the Era of IR 4 . 0. New Strats Times, pp. 1–38. Retrieved from https://www.nst.com.my/education/2018/01/323591/higher-education-era-ir-40
Beckford, A. (2020). The skills you need to succeed in 2020 and beyond. Forbes, 1–8. Retrieved from https://www.forbes.com/sites/ellevate/2020/07/02/the-skills-you-need-to-succeed-in-2020-and-beyond/#29e76c913318
Bernama. (2018). IR 4.0: Ministry says ready to discontinue irrelevant courses. Borneo Post Online, pp. 2018–2020. Retrieved from https://www.theborneopost.com/2018/04/11/ir-4-0-ministry-says-ready-to-discontinue-irrelevant-courses/
Boud, D., & Walker, D. (1998). Promoting Reflection in Professional Courses: The challenge of context. Studies in Higher Education, 23(2), 191–206. https://doi.org/10.1080/03075079812331380384
Cha, J., Kan, S. Y., & Chia, P. W. (2016). College students’ reflection on the uncritical inference test activity in organic chemistry course. Journal of the Korean Chemical Society, 60(2), 137–143. https://doi.org/10.5012/jkcs.2016.60.2.137
Dewey, J. (1909). How We Think. D. C. Health & Co.
Febriani, R. B. (2019). The students reflective writing manifestation of reader-response literary analysis. EduLite: Journal of English Education, Literature and Culture, 4(1), 35. https://doi.org/10.30659/e.4.1.35-44
Fisher, A. (2001). Critical Thinking. Cambridge University Press.
Hatton, N., & Smith, D. (1994). Facilitating Reflection: Issues and Research.
Hossain, M. I., Yagamaran, K. S. A., Afrin, T., Limon, N., Nasiruzzaman, M., & Karim, A. M. (2018). Factors Influencing Unemployment among Fresh Graduates: A Case Study in Klang Valley, Malaysia. International Journal of Academic Research in Business and Social Sciences, 8(9), 1494–1507. https://doi.org/10.6007/ijarbss/v8-i9/4859
Jarvis, M. A., & Baloyi, O. B. (2020). Scaffolding in reflective journaling: A means to develop higher order thinking skills in undergraduate learners. International Journal of Africa Nursing Sciences, 12(January), 100195. https://doi.org/10.1016/j.ijans.2020.100195
Karzunina, D., West, J., Maschiao da Costa, G., Philippou, G., & Gordon, S. (2018). The Global Skills Gap in the 21st Century.
Khalid, F., Yassin, S. F. M., Daud, M. Y., Karim, A. A., & Rahman, M. J. A. (2016). Exploring Reflective Capacity among First-Year Students on a Computer in Education Course. Creative Education, 07(01), 77–85. https://doi.org/10.4236/ce.2016.71008
Kolandan, S. (2019). Industry Revolution 4.0 and Education System in Malaysia, (January 2019), 252–264. https://doi.org/10.4018/978-1-5225-7832-1.ch015
Kolb, D. A. (2015). Experiential Learning: Experience as the Source of Learning and Development. Pearson Education (Second Edi). United States of America. https://doi.org/10.1609
Maschiao da Costa, G., Dzugan, J., Linney, S., West, J., & Philippou, G. (2019). 2019 GLOBAL SKILLS GAP REPORT.
MOE. (2013). Malaysia Education Blueprint 2013 - 2025. Education, 27(1), 1–268. https://doi.org/10.1016/j.tate.2010.08.007
Moon, J. A. (1999). Reflection in Learning & Professional Development. London: Kogen Page.
Moon, J. A. (2006). Learning Journals: A Handbook for Reflective Practive and Professional Development. Routledge (Second Edi). London: Routledge. https://doi.org/10.1177/0308518X17752682
Morgan, N., & Saxton, J. (1991). Teaching, Questioning, and Learning. London: Routledge.
Paul, R. (1992). Critical Thinking: What Every Person Needs to Survive In A Rapidly Changing World. (A. J. . Binker, Ed.) (Rev. 2nd e). Rohnert Park, CA: Foundation for Critical Thinking.
Paul, R. (2005). The State of Critical Thinking Today. New Directions for Community Colleges, (130), 27–38. https://doi.org/10.1002/cc.193
Poldner, E., Schaaf, M. Van Der, Simons, P. R., Tartwijk, J. Van, & Wijngaards, G. (2014). European Journal of Teacher Education Assessing student teachers ’ reflective writing through quantitative content analysis, (December), 37–41. https://doi.org/10.1080/02619768.2014.892479
Roberts, K. M. (2019). An analysis of autobiographical tools in written reflection: implications for teaching critical thinking and goal-setting. Reflective Practice, 20. https://doi.org/https://doi.org/10.1080/14623943.2019.1575196
Routledge, J., Willson, M., McArthur, M., Richardson, B., & Stephenson, R. (1997). Reflection on the development of a reflective assessment. Medical Teacher, 19(2), 122–128. https://doi.org/10.3109/01421599709019364
Schön, D. A. (1983). The Reflective Practitioner. San Francisco: Jossey-Bass.
Staton, J., Shuy, R. W., Peyton, J. K., & Reed, L. (1988). Dialogue Journal Communication: Classroom, Linguistic, Social, and Cognitive Views. Norwood, New Jersey: Praeger.
StudyMalaysia. (2018). Student Info & Guide: The Fourth Industrial Revolution (IR 4.0) and what it means for students like you. Study Malaysia, pp. 1–9. Retrieved from https://www.studymalaysia.com/education/top-stories/the-fourth-industrial-revolution-ir-4.0-and-what-it-means-for-students-like-you
Xhaferi, B., & Xhaferi, G. (2017). Enhancing Learning Through Reflection– A Case Study of SEEU. SEEU Review, 12(1), 53–68. https://doi.org/10.1515/seeur-2017-0004
Zarestky, J., Bigler, M., Brazile, M., Lopes, T., & Bangerth, W. (2022). Reflective Writing Supports Metacognition and Self-regulation in Graduate Computational Science and Engineering. Computers and Education Open, 3(April), 100085. https://doi.org/10.1016/j.caeo.2022.100085
Published
2024-06-01
How to Cite
ZAINAL ARIFIN, Mazliyana; MAT DAUD, Nor Shidrah; HUSIN, Zamnah. Scaffolding Critical Thinking Among Interns Through The Use Of Prompts For Reflective Writing. Asian Journal of Research in Education and Social Sciences, [S.l.], v. 6, n. 2, p. 501-509, june 2024. Available at: <https://myjms.mohe.gov.my/index.php/ajress/article/view/26238>. Date accessed: 26 july 2024.
Section
English Section