Transitioning from the Reflection-Based Safety Literacy Classroom to the Worksite: The Student Experience

Authors

  • Jodi Howick Northern Alberta Institute of Technology (NAIT)
  • David Schmaus Northern Alberta Institute of Technology (NAIT)

DOI:

https://doi.org/10.11575/ajer.v64i3.56337

Keywords:

occupational health and safety education, reflection-based learning, diversity, story-telling

Abstract

Reflection-based safety literacy is a form of education that builds bridges between the classroom and the workplace. This paper explores how experiences shared in the classroom create connections between health and safety learning material and its application in personal and professional lives. The exploration of the student experience showed that students transferred course themes to the work environment more effectively when sharing the experience with a colleague and created personal connection to the content through application and reflection between learning sessions. Instructor and student stories demonstrated that a variety of experiences in implementing and interpreting the material resulted in a meaningful context for the student experience. These themes provide insight into the value of reflection and dialogue as tools to enhance health and safety curriculum.

La formation à la sécurité basée sur la réflexion est une forme d’éducation qui érige des ponts entre les salles de classe et les milieux de travail. Cet article explore la mesure dans laquelle le partage d’expériences en classe crée des liens entre le matériel pédagogique portant sur la santé et la sécurité d’une part et son application dans la vie personnelle et professionnelle d’autre part. L’étude de l’expérience des étudiants a révélé que ceux-ci transféraient plus efficacement au milieu de travail les savoirs acquis en classe quand ils partageaient l’expérience avec un collègue et qu’ils créaient des liens personnels avec le contenu par l’application et la réflexion entre les cours. Les récits des enseignants et des étudiants ont démontré que diverses expériences portant sur la mise en pratique et l’interprétation du matériel ont créé un contexte significatif pour l’apprentissage. Ces thèmes offrent un aperçu de la valeur de la réflexion et du dialogue en tant qu’outils pour améliorer le programme d’éducation à la santé et à la sécurité. 

Mots clés : éducation en matière de santé et sécurité au travail; apprentissage basé sur la réflexion; diversité; narration

 

Author Biographies

Jodi Howick, Northern Alberta Institute of Technology (NAIT)

Jodi Howick, EMBA, is the Interim Associate Dean Academic for the JR Shaw School of Business at NAIT.

David Schmaus, Northern Alberta Institute of Technology (NAIT)

David Schmaus, PhD, is an Instructor in the Bachelor of Technology in Technology Management program at NAIT.

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Published

2018-10-24

How to Cite

Howick, J., & Schmaus, D. (2018). Transitioning from the Reflection-Based Safety Literacy Classroom to the Worksite: The Student Experience. Alberta Journal of Educational Research, 64(3), 249–263. https://doi.org/10.11575/ajer.v64i3.56337

Issue

Vol. 64 No. 3 (2018): Fall

Section

ARTICLES

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