"Teaching teams are generally keen to develop the learning maturity
of their students. They also agree that a certain amount of reflective
practice will help students to benefit from their college studies, re gardless of their program. But for this to happen, it is important to
teach what learning is, and above all, how to learn, because for the
majority of young—and not so young—people who arrive at CEGEP,
their role as students is not obvious.
With this in mind, I undertook a research project
aimed at
documenting the use of the Causal Attribution Questionnaire (QAT)
to develop learning maturity through reflective practice. To this
end, students in five class groups used a QAT as part of their normal
coursework. Group meetings were then set up to understand their
use of the QAT, followed by individual meetings with volunteers du ring the remainder of their studies to understand their endorsement
of the QAT and its usefulness in developing reflective practice, and
thus, learning maturity." -- AQPC
