Reflective writing and journals

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I'm doing a chemistry MSc and one module that I am having to undertake (endure/tolerate) involves heavy use of reflective journals, skills audits and giving evidence about such things as "why I chose these papers", "how I feel about this, that and the other" etc. Is it because I am an Aspie or is it because I am completely obtuse that I feel that there is no need for all this touchy feely writing? Surely science got on perfectly well in days of old before all this guff came about. I've managed very well without it so far, and this module is really knocking me for six because, as we all know, if we cannot see the purpose in something it becomes incredibly meaningless and frustrating and unlike the NTs it is hard to knuckle down to something that is meaningless (I have dropped many courses in the past for this reason). Are there many of you out there who have experienced a module like this or are doing so right now? I would chuck the whole thing in if I could but if I dont do this module then it's no qualification for me. I LOVE the chemistry so it's even more of a problem having to deal with all this writing and over-analysing my thoughts and feelings. How do you cope with having to deal with this stuff?

Do you mean that your science classes are using this type of writing?
I find that bizarre....

....so bizarre that I'm having trouble picturing it.
Can you give a specific example?

_________________
Diagnosed with High Functioning Autism well into adulthood.
It's never too late to get a diagnosis.
Hell, I thought I was just weird.

i can (obviously) come off as really abrupt and my tone can sound sharpish, so feel free to ask me to clarify

It is a general research module for several different strands of science. They gave us a topic and we have to research it and come up wiht a proposal. BUT, we have to document and reflect on our "journey" and our skills and this is what stumps me. Unfortunately most of the marks are for this, so there is no getting away from it. We have to show how we have developed and "grown" through the module and continually re-assess our thoughts and processes followed
Most people are finding it fine, but not me! Thanks ever so for replying.

If you're anything like me, in your head you often jump to the conclusion/outcome immediately without caring about all the intermediate steps in between. That would make it difficult to chart your "journey." By the way, I still find this approach in a science class very bizarre.

This is something I would take to your professor. Explain your difficulties. Ask for pointers.

Would it be possible to work your way backwards? (this is something I would do). Try to intuit questions you might ask yourself, or someone else, once the conclusion/outcome is reached. Things like:

Under what circumstances would A act like B?
Why does A act/react that way?
Etc etc etc

Then just arrange them in such a way as to show the easiest to the more difficult questions - including the skills involved - to show your "journey."
Would it even be possible for you to do this, or do these questions/solutions have to be turned in sporadically throughout the module?

_________________
Diagnosed with High Functioning Autism well into adulthood.
It's never too late to get a diagnosis.
Hell, I thought I was just weird.

i can (obviously) come off as really abrupt and my tone can sound sharpish, so feel free to ask me to clarify