Different Levels Of Reflection Research Articles

Game On, Reflection On: Reflection Diaries as a Tool for Promoting Reflection Skills in Geography Lessons

In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students’ reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions.

Understanding Depth of Reflective Writing in Workplace Learning Assessments Using Machine Learning Classification

Self-reflection and reflective writing have been pivotal for developing a deep understanding of concepts and fostering professional competency in learners. The confluence of the importance of reflective practices within the educational curriculum and the increased proliferation of technology have resulted in numerous studies of how to use automated approaches to analyze broad themes of reflection exhibited by learners in higher educational settings. However, there is a dearth of research in the context of automated analysis of reflective writing demonstrated by professionals within workplace learning. Building on a four-level reflective content analysis model, this article evaluates the depth of reflection exhibited by learners within a professional development MOOC using an automated assessment classifier. Our results identify the varying association of linguistic features across these different levels of reflection. The proposed approach can effectively support the deployment at scale of the labor-intensive evaluation of reflective writing by highly trained professionals.

How to reflect more effectively in online video learning: Balancing processes and outcomes

AbstractDesigning reflective activities for online video learning could enhance learning outcomes and, to some extent, influence learning processes (ie, attentional processes and emotional experiences). It is necessary to select different levels of reflective activities in online video learning according to learning processes and outcomes. This study examined to what extent different levels of reflection may affect the learning outcomes, and further explored the impact of reflection on learning processes. Participants, comprising 60 undergraduates, were randomly and equally assigned to two different groups: a reflection group and a critical reflection group, and each group member completed specific learning tasks. The results of the learning outcomes showed that critical reflection led to better transfer performance than reflection, but retention performance was the same in both conditions. Regarding process measures, eye‐tracking data indicated that the embedding of critical reflection strategies facilitated learners' visual attention, and controlled the difficulty of processing. Meanwhile, physiological data showed that the learners' reflection was accompanied by stress, and there was no significant difference between the two levels of reflection. Practitioner notesWhat is already known about this topic Embedding reflections within videos is an effective instructional strategy for online learning which can facilitate students' deep learning. Recent studies have evaluated the effectiveness of reflection mostly through its impact on learning outcomes, yet focusing on the process of reflection is equally valuable. How to choose the level of reflection is critical and challenging. Whether it should combine the processes (including attentional processes and emotional experiences) and outcomes of reflection can be addressed through experimental research. What this paper adds Selecting different levels of reflection (ie, reflection and critical reflection) according to Kember's model and suggesting strategies (ie, retrospective interpretation reports and evaluation reports of problem solving) to guide reflection. The experimental design combined outcomes and processes in order to identify the most appropriate level of reflection in the context of video learning, and both offline and online measurements were taken (including eye tracking and physiological measures). Critical reflection leads to superior learning outcomes and has advantages for attentional processes. Additionally, reflection itself is the main factor influencing participants' stress, and there is no significant difference between the levels of reflection. Implications for practice and/or policy Providing guidance for different levels of reflection (ie, retrospective interpretation reports and evaluation report of problem solving), which helps inform the design of instructional videos and foster learners' reflective awareness. Educators should focus not only on the learning outcomes caused by reflection but also on the learning processes of reflection and the emotional experiences that accompany it, in order to choose an appropriate level of reflection. Whether the teaching goal is knowledge retention or transfer, educators should embed a high level of reflection for learners in instructional videos to promote deep thinking and processing.

How Leaders deal with Pro-Social Rule Breaking: Unravelling their rationales for response behavior

In this paper, we explore leaders’ rationales for their responses to pro-social rule-breaking by their subordinates. Pro-social rule breaking describes a violation of formal organizational rules but with a good intention. Demonstrating appropriate leadership behavior in such a situation is a challenging task. On the one hand, leaders are expected to recognize the good intention of their subordinates, on the other hand, they are responsible for ensuring that rules are respected. Our study aims to improve our understanding of this dilemma situation of leaders by identifying key elements that leaders use for the rationalization of their behavior. In doing so, we employed a qualitative experimental design with vignettes. Our findings suggest that leaders generally consider two types of responses: 'clarifying and supporting' or 'clarifying and sanctioning'. Their rationales for these responses are based on two different levels of reflection. At the first level, they will consider cues directly related to the pro-social rule breaking, such as the outcome, the perceived intention, the severity, and the communication of the rule violation. However, these reflections will be mitigated or reinforced by more general cues on a second level like the organizational culture, the leader-follower relationship, and the structural setting.

Gadamer on Historicity and Philosophy A critical Examination

The aim of this paper is to substantiate the view that historicity (Geschichtlichkeit) which is an epistemological presupposition of Gadamer’s idea of ‘concept history’ (Begriffsgeschichte) violates the substance of philosophy considerably, i.e. its problems and conceptuality, because of the limits it sets to the reach of thoughtful consideration (Denken). I argue that if philosophy shall be possible as an epistemic activity intended for knowledge, a theory which defends the universality of thinking must be added to Gadamer’s hermeneutics. This paper shows how his theory unjustly ignores ‘thoughtful consideration’ as a primordial phenomenon of consciousness which is present on higher levels of understanding. After the criticism of Gadamer’s inadequate concept of knowledge the paper concludes with a suggestion to rehabilitate the classical notion of thoughtful consideration as the substantive and permanent presupposition of all philosophy. The paper demonstrates how the rise of knowledge from Verstehen to Denken on different levels of reflection must lead to a rehabilitation of the philosophy of subjectivity and of metaphysics and how this epistemological move must affect the idea of a ‘destruction of metaphysics’ which Gadamer shares with Heidegger.

Reflective thinking in an EFL Writing course: To what level do portfolios improve reflection in writing?

As a part of a larger research project, the present study investigated the role of portfolios in enhancing different levels of reflection in English as a Foreign Language (EFL) writing. As such, a reflection on writing questionnaire (RWQ) was given to the participants to assess their level of reflection in EFL writing. Overall, 69 university students as members of control and experimental groups participated in the present study. To consolidate the findings, the essays produced by both groups were also evaluated, and through a coding scheme, different levels of reflection were identified. Additionally, a semi-structured interview was conducted and the themes extracted from the essays were categorized by 4Rs model of reflective thinking. The results of the questionnaire revealed that among the subscales of reflection, understanding, and reflection of the experimental group improved but the treatment did not result in a significant effect on EFL learners’ critical reflection. The findings are presented with recommendations for incorporating portfolio writing in EFL courses to promote EFL writes’ reflection on writing.

Comparing Reflective Teaching Skills of Experienced and Inexperienced Physics Teachers at Different Reflection Levels

The main goal of this paper is to compare reflective teaching’ skills such as observation, communication, judgment, decision making, and team working between experienced and inexperienced physics teachers at different levels of reflection (technical, contextual, and didactical level). The sample of this study consists of 60 physics teachers from 31 secondary schools in Malaysia. The quantitative and qualitative methods used to investigate the experienced and inexperienced physics teachers’ reflective teaching skills are questionnaire survey, open-ended questionnaire and semi-structured interview. Results revealed that the experienced teachers were able to reflect mostly at the contextual level and inexperienced teachers reflect mostly at the technical level. Findings indicated that experienced teachers to reflect on their teaching applied reflecting teaching skills in 3 levels of reflection more than inexperienced teachers. Understanding the characteristics and differences of reflective teaching skills at different levels between experienced and inexperienced physics teachers can lead to find ways to improve these skills among physics teachers.

Exploring reflective learning during the extended consumption of life experiences

PurposeThis study explores the potential for personal transformation resulting from reflective learning that occurs during the extended consumption of life experiences. Extended consumption refers to activities that consist in re-experiencing a life experience, for instance sharing stories/photographs or blogging. MethodologyUsing a directed qualitative content analysis, Hubbs and Brand's (2010) framework is applied to analyze the content of 19 travel blogs and develop an understanding of different forms of consumer learning occurring during the extended consumption experience. FindingsThe analysis of the travel blogs provides evidence of three forms of reflective leaning during extended consumption: emotional, critical and personal reflection learning. Although a high proportion of the blog narratives do not go beyond surface learning, most bloggers use a combination of the three forms of reflective learning, signifying different levels of reflection. Experiences that produce emotions of high valence and situations that point to differences between the bloggers' home culture and the destinations' characteristics appear to trigger reflective learning, in some instances providing evidence of personal transformation. Originality/valueThis research contributes to the experiential consumption literature, providing evidence of consumers' development and transformation during extended consumption, and showing how even negative experiences lead to self-learning.

Simulation study of PET detector limitations using continuous crystals

Continuous crystals can potentially obtain better intrinsic detector spatial resolution compared to pixelated crystals, additionally providing depth of interaction (DoI) information from the light distribution. To achieve high performance sophisticated interaction position estimation algorithms are required. There are a number of algorithms in the literature applied to different crystal dimensions and different photodetectors. However, the different crystal properties and photodetector array geometries have an impact on the algorithm performance. In this work we analysed, through Monte Carlo simulations, different combinations of realistic crystals and photodetector parameters to better understand their influence on the interaction position estimation accuracy, with special emphasis on the DoI. We used an interaction position estimation based on an analytical model for the present work. Different photodetector granulation schemes were investigated. The impact of the number of crystal faces readout by photodetectors was studied by simulating scenarios with one and two photodetectors. In addition, crystals with different levels of reflection and aspect ratios (AR) were analysed. Results showed that the impact of photodetector granularity is mainly shown near the edges and specially in the corners of the crystal. The resulting intrinsic spatial resolution near the centre with a 12 × 12 × 10 mm3 LYSO crystal was 0.7–0.9 mm, while the average spatial resolution calculated on the entire crystal was 0.77 ± 0.18 mm for all the simulated geometries with one and two photodetectors. Having front and back photodetectors reduced the DoI bias (Euclidean distance between estimated DoI and real DoI) and improved the transversal resolution near the corners. In scenarios with one photodetector, small AR resulted in DoI inaccuracies for absorbed events at the entrance of the crystal. These inaccuracies were slightly reduced either by increasing the AR or reducing the amount of reflected light, and highly mitigated using two photodetectors. Using one photodetector, we obtained a piecewise DoI error model with a DoI resolution of 0.4–0.9 mm for a 1.2 AR crystal, and we observed that including a second photodetector or reducing the amount of reflections reduced the DoI bias but did not significantly improve the DoI resolution. Translating the piecewise DoI error model obtained in this study to image reconstruction we obtained a spatial resolution variability of 0.39 mm using 85% of the FoV, compared to 2.59 mm and 1.87 mm without DoI correction or with a dual layer system, respectively.

Professional development of graduate teaching assistants in faculty-like positions: Fostering reflective practices through reflective teaching journals

This study explores the outcomes of reflective journaling among novice Graduate Teaching Assistants during the initial stages of their professional development. It seeks to establish whether there were common concerns addressed in their journals and if different levels of reflection were achieved. By means of content analysis of 177 entries, nine common themes were identified. Among these, “methodology” and “classroom management” were the most prevalent. Three degrees of reflection were used to categorize the entries. Slightly over half of the entries achieved high levels of reflection, whereas 49% of the entries did not. Recommendations for teacher educators and facilitators of the professional development of graduate students are provided.

Levels of reflective thinking and patient safety: an investigation of the mechanisms that impact on student learning in a single cohort over a 5 year curriculum

Existing research into learning about patient safety focuses on identifying how educational interventions improve educational outcomes but few studies offer evidence that inform educators about the mechanisms involved in learning about patient safety. The current evidence based in undergraduates is also limited to outcomes that relate to knowledge and skills. A realist approach involving three cycles of data collection in a single cohort of students over 5 years used different outcomes in Kirkpatrick's framework to identify the mechanisms that influence students learning about patient safety. Data source 1. Focus groups identified an overarching theoretical model of the mechanisms that influence patient safety learning for medical students. Data source 2 Identified if the mechanisms from data source 1 could be demonstrated at the outcome level of knowledge and attitudes. Data source 3 Established associations between mechanisms and outcomes at skills and behavioural level, in a standardised simulated ward setting. Data source 1: The interpretation of data from seven focus groups involving sixty students identified reflection at two levels of Mezirow's descriptions; reflection and critical reflection as mechanisms that influence learning about error. Data source 2: Sixty-one students participated. The associations found, reflection and knowledge of actions to take for patient safety, r = 0.44 (P = 0.00) and critical reflection and intentions regarding patient safety, r = 0.40 (P = 0.00) Data source 3: Forty-eight students participated. The correlation identified associations between critical reflection and planned changes following feedback was, r = 0.48 (P = 0.00) and reflection and knowledge based errors r = -0.30 (P = 0.03). A realist approach identified two different levels of reflection were associated with different patient safety outcomes for this cohort of students. Critical reflection was associated with attitudes and reflection was associated with knowledge of actions and error behaviours. These findings give educators greater depth of information about the role of reflection in patient safety.

The pedagogical balancing act: teaching reflection in higher education

Despite the common use of the term reflection in higher education assessment tasks, learners are not often taught how to communicate their disciplinary knowledge through reflection. This paper argues that students can and should be taught how to reflect in deep and transformative ways. It highlights the reflexive pedagogical balancing act of attending to different levels of reflection as a way to stimulate focused, thoughtful and reasoned reflections that show evidence of new ways of thinking and doing. The paper uses data from a current project to illustrate the effects of focusing on particular levels of reflection in the pedagogical strategies used, and argues that while the goal of academic or professional reflection is generally to move students to the highest level of reflection to transform their learning/practice, unless higher education teachers attend to every level of reflection, there are specific, observable gaps in the reflections that students produce.

Reflection as a core process in organisational learning

The article presents a theoretical analysis of the concept of reflection. The author argues in favour of the necessity of conceiving the concept of reflection in a broad sense, and not using the concept in the meaning of introspection. To grasp reflection in its complexity and as a core process in organisational learning it is necessary to distinguish between different kinds of reflection – reflection and critical reflection – and different levels of reflection: individual, interaction level and reflection as organised practice. This terminology is used as lenses through which a case of organisational development of production groups is interpreted. This interpretation is related to criteria mentioned for organisational learning. It is concluded that most of the criteria are met. This way the concept of reflection may be a fruitful way of understanding organisational learning.

How reflective is the academic essay?

The purpose of this study was to examine the extent of reflection in academic essays. Forty essays, all previously deemed to be of merit quality, were analysed in terms of three elements of reflection—how the educational issue is conceptualized; what the issue means for practice; and how practice might be changed to resolve the problematic. Each element was then assigned one of four levels of reflection—technical, descriptive, dialogical and critical. The main finding was that most of the elements were either at a descriptive level of reflection (which the literature argues is not difficult to achieve) or at a dialogical level (which recognizes that knowledge is not certain but does not tease out the relative merits of differing views). These different levels of reflection are seen as developmental stages (from naive to sophisticated) in gaining control over the process of coordinating extant understanding and new evidence.

Teacher assessment literacy beyond technicalities and intuition

This article is about assessment literacy among teachers. It deals with five science teachers’ different ways of thinking about knowledge, learning and knowledge assessment. Their approaches are contradictory and referring to different levels of reflection: to a practical, a didactic and a theoretical level. A teacher can in words express one approach but act on another. Such incoherence may for instance prevent teachers from regarding knowledge assessment as a key issue in their instructional activity and thus not something worth reflecting on. The teachers take position according to different educational contexts when considering the multiple purposes of assessment. They construct and reconstruct ideologically and epistemologically different but corresponding identities.

Reflecting on reflective practice for professional education and development in health promotion

This paper reviews reflective practice and associated terms and suggests an approach that can encompass the criticality required in professional education and training in relation to current agendas for health promotion. Although reflective practice is an accessible notion and has achieved great popularity as a means of synthesising thinking and doing, it is contested in terms of its conceptualisation and application. It is not neutral and value free, but affected by personal, political and professional factors that impact upon practitioners. Examples are drawn from professional literature in teaching, nursing and social work that illustrate different levels of reflection, to show that whilst there are considerable benefits there are dangers in assuming common understandings. A developing conceptualisation of critical reflective practice is proposed for health promotion which seeks to enable professionals to use reflection in their immediate situation, as part of a wider social process that contributes to societal change and professional development.

Reflection: a necessary but not sufficient condition for professional development

AbstractFew discussions on professional development occur without some reference to the central role that reflection plays in the learning life of the teacher. It is the sine qua non of the ‘teacher‐researcher’, ‘action research’ and ‘reflective practitioner’ movements. During the last 20 years there has been a growing body of literature and practices which has sought to identify different levels of reflection in which involvement is essential, it is claimed, for the maximising of teacher growth. Yet much of this has failed to consider the need for reflection to be accompanied by confrontation if development is to occur, and alongside this, the negative and positive roles that organisational culture may play in the provision for different kinds and levels of reflection and confrontation. Two key issues are addressed in this paper. The first relates to our understanding and use of reflection—an essential part of the learning process; and the second, to the need for partnerships and coalitions within collaborative organisational cultures which are necessary to support opportunities for the different kinds of reflection so necessary to learning, and thus contribute to the development of individual professional learning cultures in the 1990s.

Using Reflective Practice to Link Personal and Public Theories

Abstract Ways of improving the efficacy of present methods of relating theory and practice in the education of teachers are considered. It is argued that: (1) insufficient attention has been paid to the methods of uncovering personal theories; (2) personal theories are often expressed in images and metaphors; and (3) the interlocking of personal and public theory can usefully be understood as the interaction of different levels of reflection. Five levels of reflection are identified and are then used to argue, further, that: (4) different language is appropriate to different levels of reflection; and (5) each practitioner should be able to work at each level.