Learning Logs: Reflective Writing and Metacognition in Bioethics Courses

  • Marila Lazaro Science and Development Unit, Faculty of Sciences, Universidad de la República, Uruguay https://orcid.org/0000-0002-4540-598X
  • Camila López-Echagüe Science and Development Unit, Faculty of Sciences, Universidad de la República, Uruguay
  • Fiorella Gago Science and Development Unit, Faculty of Sciences, Universidad de la República, Uruguay
Keywords: Ethics education, Bioethic Course, learning logs, problematization, metacognition
Language(s): English

Abstract

The value that bioethics has added to the discourse between science and the humanities is indispensable. However, there is a need that when bioethics is taught that the focus be not solely on the identification and analysis of the problem, but also on critical reflection to enable a student to internalize that which they have experienced. This article provides an analytical description of the use of learning logs as a tool of reflection and metacognition in bioethics courses, based on the experience of educators at the Faculty of Sciences of the Universidad de la República (Uruguay). An analysis of students’ learning logs shows that this tool promotes complex reflective and self-reflective processes in which the development of skills such as abstraction, argumentation and problematization is manifested in an integrated way.

Published
2022-12-09
How to Cite
[1]
Lazaro M, López-Echagüe C, Gago F. Learning Logs: Reflective Writing and Metacognition in Bioethics Courses. Can. J. Bioeth. 2022;5:68-82. https://doi.org/10.7202/1094699ar.
Section
Articles