Process Of Reflection Research Articles

Arte y ciencia: encuentros y aprendizajes entre estudiantes universitarios y de primaria

The Academic Integration Week (SINTA) is a component of the curriculum called Curricularization of Extension in the Veterinary Medicine Course, in which teachers, students and postgraduates committed to society develop integration projects with the local community. The Project-Based Learning (PBL) methodology is used, with a view to apply theoretical concepts in such a way that the information translates into knowledge for both the university and society, as well as action-research with the aim of teaching the student to be a researcher in a reflective process. Specifically, the aim of this project was to present science in a playful way to approximately ninety elementary school students - final years (7th and 8th grades), whose percentage of adequate learning has been inadequate. Postgraduate and undergraduate students were involved in the activity by demonstrating microorganisms using electron microscopes so that primary school students could learn the basic concepts of science. The knowledge of science was learned in a practical way and the perceptions of the images were recorded with illustrations, integrating the knowledge of science with that of art, resulting in the apprehension of the information taught and transformed into knowledge to be applied in everyday life.

Cognitive-epistemological, pragmatic, and psycholinguistic aspects of French interjections

Interjections as a lexical and grammatical category still belong to the interdisciplinary lacunae, as they require the concretization of interpretations in various aspects: terminological definitions, pragmatic functions, cognitive reception by a speaker, and an adequate reproduction by an addressee. Their functional capabilities to reflect and combine emotional and rational, verbal and non-verbal information in communication are significant. Interjections are closely related to a speech act, the mental characteristics of its participants, verbal and non-verbal means of communication, context, and objective reality. The current study aims to analyze the determinative interpretations and lexical and grammatical structures of interjections as a universal category used for determining communicative and pragmatic functions. A part of the psychological epic In Search of Lost Time/“A la recherche du temps perdu” – “Albertine Disappears” (“Albertine Disparue”) by Marcel Proust (1925) serves as a research material. Interjections, as a universal category, hold a prominent place in the lexical and grammatical system of languages. As a result of conducted quantitative analysis of interjections, the most common interjections discovered in the studied literary French-language text were one-word interjections, ‘oh!’ ‘ah!’, and ‘hélas!’, which, depending on the author’s illocutionary intention, their pragmatic function, as well as their position in the remark - at the beginning, in the middle or at the end - can create a range of meanings according to their emotional effect, such as hope, disappointment, doubt, embarrassment, confirmation, denial, request or call to action. Conversely, the texts frequently comprise interjection phrases that convey the processes of reflection on the inner experiences of a particular character and their psychological state. This, in turn, reveals the process of their personality development. Disclosure Statement The authors reported no potential conflicts of interest. * Corresponding author: Oksana Rohach, 0000-0002-5304-0837oksanarog@vnu.edu.ua

The art of tattooing as a form of creative writing

The act of tattooing can be considered as a reflective and expressive creative process, which refers to creative writing (CW). Here, we attempt to connect tattooing with creative writing, focusing on the common elements that exist between them. Two investigations take place: one concerns the investigation of the role of tattooing in defining a person"s identity, and the second investigates the role of tattooing in the self-healing of individuals who have experienced a traumatic experience. In the first, ten people who have tattoos participate and answer semi-structured research questions, while in the second, specialist psychologists participate, who, through open interviews, convey the lived experiences of six of their "patients" with trauma management problems. Research findings confirm the connection between tattooing and creative writing, understood as a reflective and expressive creative process of externalizing one"s interiority with positive results for the same.

Zermelo Game

This paper presents the software Zermelo Game, a free online game designed to support educational activities related to sets and quantifiers. The presentation of the game is accompanied by pilot tests concerning its application in various contexts: from the beginning of primary school to the end of high school. We will describe the mathematical and educational framework behind the software, how the software works and how it was used during classroom activities. The trial runs suggest some findings which merit future research endeavours. The most important findings, in our view, concern the role of the game in promoting collaborative and reflective processes, i.e., the discussions among students themselves as well as between teachers and students regarding why a certain statement is or is not true.

Empowering Reflection and Reflective Writing in Medical Education

Reflection and reflective writing serve as integral components in medical education. They enable students to delve deeper into their experiences, fostering a profound understanding of clinical scenarios and patient interactions, nurturing self-awareness, critical thinking, and empathy. The term “reflection” carries multiple interpretations, all encapsulating the concept of understanding oneself and the surrounding environment to inform future behavior. In the realm of medical education, both students and medical teachers encounter challenges in navigating reflective practices, necessitating guidance and support throughout the process. Effective reflection between students and medical teachers in clinical settings requires adept navigation through potential difficulties in open discussions and managing the emotional impact. To address these challenges, medical teachers must possess heightened self-awareness and adaptability to cater to the diverse needs of individual students. Various models have offered frameworks to organize the reflective process, categorizing them into ‘iterative’ and ‘vertical’ approaches. Successful application involves a selective combination of elements from different models to customize reflective practices. Comprehending reflection and reflective writing is paramount for medical teachers as it empowers them to mentor students effectively, nurturing a culture of reflective practitioners. This fosters continual learning, ethical practice, and professional development among future healthcare professionals.

Community protagonism based on the participatory inventory of Galópolis (Rio Grande do Sul/Brazil): management of an industrial heritage

The article analyzes the participation of the community of the Galópolis neighborhood, located in the southern part of the city of Caxias do Sul (Rio Grande do Sul/Brazil), through the processes of musealization of the territory, stimulating their commitment to the management of the heritage listed through strategies that enhance their protagonism. Part of the master's research defended in the Graduate Program in Museology and Heritage at the Federal University of Rio Grande do Sul (PPGMusPa/UFRGS), it is based on industrial archaeology and action research methodologies to understand the dynamics of museums, combining oral history, documentary, iconological and content analysis with a participatory inventory to achieve an integrative museum perspective that fosters the self-management of a community framed by a paternalistic industrial dynamic. Based on the principles of Social Museology, the aim of this research is to provide a continuous process of reflection on local history, museological discourses and the need to stimulate community protagonism in relation to local demands in an empirical and emancipatory way.

Experiential learning in events management degree programmes: A position statement on issues of evidence-based practice

Academics within events management disciplines should strive to encourage experiential learning opportunities for their students, but should also consider and re-evaluate the importance of reflective practice within this process. In particular, academics should consider the potential benefits of evidence-based practice as part of the experiential reflective learning process in order to encourage the development of key transferable skills and deeper forms of learning that will enable future graduates to become reflective practitioners, with the necessary skillset to regularly engage in continued professional development within industry settings. Further discussion, debate and research on such matters is required within events management literature.

Turkish EFL teachers’ professional learning: reflections on critical incidents

ABSTRACT Although there are many disagreements about its definition and how it should be applied, reflection is an important professional development tool in teacher education. If in-service teachers think in-depth about critical incidents and reflect on them, they can develop new understandings of the teaching and learning process. The study investigated a group of Turkish EFL teachers’ reflections on their pedagogical practices through the use of critical incidents. It also outlined how this reflection process contributed to the professional competence of the participants. Over the course of six weeks, all participants were asked to write reflections based on questions within a critical incident framework. Individual interviews followed this process. The findings showed that the participants mostly identified the ‘self-assessment’ category. Examination of frequency and category data showed that writing reflections on critical incidents increased in-service teachers’ awareness of development and research orientation. Participants were more engaged in professional development and became more aware of their ability to learn from personal experiences. Additionally, the teachers stated that they used the knowledge of these experiences to change their classroom practices.

Drag on Cylinders Moving in Superfluid 3\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$^3$$\\end{document}He-B as the Dimension Spans the Coherence Length

Vibrating probes when immersed in a fluid can provide powerful tools for characterising the surrounding medium. In superfluid 3\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$^3$$\\end{document}He-B, a condensate of Cooper pairs, the dissipation arising from the scattering of quasiparticle excitations from a mechanical oscillator provides the basis of extremely sensitive thermometry and bolometry at sub-millikelvin temperatures. The unique properties of the Andreev reflection process in this condensate also assist by providing a significantly enhanced dissipation. While existing models for such damping on an oscillating cylinder have been verified experimentally, they are valid only for flows with scales much greater than the coherence length of 3\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$^3$$\\end{document}He, which is of the order of a hundred nanometres. With our increasing proficiency in fabricating nanosized oscillators, which can be readily used in this superfluid, there is a pressing need for the development of new models that account for the modification of the flow around these smaller oscillators. Here we report preliminary results on measurements of the damping in superfluid 3\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$^3$$\\end{document}He-B of a range of cylindrical nanosized oscillators with radii comparable to the coherence length and outline a model for calculating the associated drag.

Part I of a two-step mixed-methods approach in developing the Growth Talent Mindsets for Sports Coaches Intervention: The design and targeting of the intervention

The overall aim of this two-part study was to develop an intervention targeting sports coaches’ mindsets about their talent as a coach (coach talent mindset, C-TM) and their athletes’ talent (athlete talent mindset, A-TM), called the GrowTMindS Intervention. In this Part I, the intervention was developed drawing on a user-centered design approach and implemented in a coach education program in Norway. The study involved 31 coaches (5 women, 26 men) from 22 to 69 years of age, representing the sports of bandy, golf, ski sports, swimming, and volleyball. Using a mixed-methods approach, the quantitative results showed that the coaches increased their A-TM from pretest to post-test, while their C-TM, which was high at baseline, remained more challenging to target. The qualitative findings helped us understand how most coaches, through reflective processes, perceived the delivery of the intervention as sense-making and substantiated their commitment to growth talent mindsets. The qualitative findings also highlighted areas for refinement and tailoring of the intervention to target all coaches’ talent mindsets. Overall, the study was considered a necessary first step in developing an intervention showing significant and meaningful changes in coaches’ self-reported talent mindsets, consistent with the guidelines of wise psychological intervention and behavior change.

Vacuum instability in QED with an asymmetric x step: New example of an exactly solvable case

We present a new exactly solvable case in strong-field QED with a one-dimensional step potential (x-step). The corresponding x-step is given by an analytic asymmetric with respect to the axis x reflection function. The step can be considered as a certain analytic “deformation” of the symmetric Sauter field. Moreover, it can be treated as a new regularization of the Klein step field. We study the vacuum instability caused by this x-step in the framework of a nonperturbative approach to strong-field QED. Exact solutions of the Dirac equation used in the corresponding nonperturbative calculations are represented in the form of stationary plane waves with special left and right asymptotics and identified as components of initial and final wave packets of particles. We show that in spite of the fact that the symmetry with respect to positive and negative bands of energies is broken, the distribution of created pairs and other physical quantities can be expressed via elementary functions. We consider the processes of transmission and reflection in the ranges of the stable vacuum and study physical quantities specifying the vacuum instability. We find the differential mean numbers of electron-positron pairs created from the vacuum, the components of current density and energy-momentum tensor of the created electrons and positrons leaving the area of the strong field under consideration. Besides, we study the particular case of the particle creation due to a weakly inhomogeneous electric field and obtain explicitly the total number, the current density and energy-momentum tensor of created particles. Unlike the symmetric case of the Sauter field the asymmetric form of the field under consideration causes the energy density and longitudinal pressure of created electrons to be not equal to the energy density and longitudinal pressure of created positrons. Published by the American Physical Society 2024

Project-Based Learning as a Catalyst for Developing Reflective Thinking in Students

Project-based learning serves as an effective method for fostering reflective thinking among students. This research examines the impact of project-based learning on the development of reflective skills in higher education students. The study analyzes the fundamental principles and methods of project-based learning and their correlation with the development of reflective thinking. It emphasizes that project-based learning offers students the opportunity not only to acquire theoretical knowledge but also to apply it in practice, thereby enhancing their understanding of the material. Special attention is given to the process of reflection, including self-analysis, self-assessment, and self-correction, which are integral parts of project-based activities. The methods for stimulating students' reflective thinking within the context of the learning process are discussed. The significance of these skills for students' successful adaptation to the rapidly changing world and professional careers is underscored, as they train students in critical thinking, self-analysis, and continuous self-improvement.

Using critical reflection to enhance the care of older people: a practice example.

Reflection is an essential aspect of nursing practice that facilitates continuing professional development and practice improvement. Critical reflection is a more in-depth form of reflection and can be described as a creative, dynamic and transformative learning process that enhances practice by promoting self-awareness and critical thinking. Older adults often present with complex and multiple healthcare needs. Engaging in critical reflection can assist nurses to provide the high-quality, person-centred care required to meet those needs, support older people to retain their independence and enhance their well-being. This article discusses critical reflection within the context of nursing older people and describes various models that can be used to support the reflective process. The authors use a practice example to illustrate how using critical reflection in practice can enable nurses to develop a deeper understanding of themselves and use what they have learned to enhance their delivery of person-centred care.

Determinants of and interventions for Proton Pump Inhibitor prescription behavior: A systematic scoping review

BackgroundProton Pump Inhibitors (PPI) are frequently prescribed. Long-term use is associated with side-effects and patients often lack a valid indication. Inappropriate PPI prescribing thus needs to be addressed. This review aims to scope 1) what determinants are studied as reasons for PPI prescribing, 2) what strategies are used for changing PPI (de)prescribing, and 3) whether important determinants are addressed in these interventions.MethodsWe searched eight databases for papers on determinants of physician PPI prescribing. Studies were included if they were conducted in a Western country and focused on oral PPIs for an adult population. By following the Behaviour Change Wheel, we extracted information regarding PPI prescribing behavior, behavioral determinants and intervention strategies.FindingsWe included 74 papers. Most focused on the determinants knowledge and beliefs about consequences. The latter was consistently related to PPI prescribing. Results for knowledge were mixed. Most interventions used education or enablement (e.g., algorithms, quality check improvements, involvement of pharmacists) as strategies. Enablement consistently improved PPI prescribing, while results for education were mixed.InterpretationThere is an overemphasis on reflective processes in studies on PPI prescribing. Future research should comprehensively identify behavioral determinants, focusing on reflective and impulsive processes, such that interventions can address the most important determinants.

Utilizing communication strategies to enhance reflective learning in Ethiopian EFL classrooms

Various studies have extensively examined classroom communication patterns in active language learning classrooms at higher education levels. However, research in the Ethiopian context is limited. While these studies contribute significantly to the field, they neglect to explore classroom communication patterns in reflective classroom practices. This study aimed to evaluate the communication patterns used by English as foreign language instructors in facilitating reflective learning within the Communicative English Language Skill Course at Hawassa University. Guided by constructivist theory, the research adopted a descriptive qualitative case study design within the interpretative paradigm. Ten certified Higher Diploma Program instructors teaching the course were purposefully selected for data collection through classroom observation and semi-structured interviews. Both datasets were audio-recorded, transcribed, and thematically analyzed. The findings revealed three communication patterns: instructorto-student, student-to-student, and student-to-instructor. The instructor-to-student pattern was the most commonly observed across all classes, characterized by instructors posing questions and students engaging in individual and collective reflection. However, the student-to-student pattern was rarely observed, particularly during group activities, and students often struggled to express their views due to time constraints. Additionally, there was limited communication between students and instructors, even when students had the opportunity to ask questions or give feedback. Despite instructors' efforts to establish rapport with students, reflective learning was not adequately facilitated through student-to-student and student-to-instructor communications. In conclusion, communication patterns in fostering reflective learning faced limitations, primarily due to insufficient opportunities for student reflection and inadequate time allocation for the reflection process, impacting its effectiveness.

Time pressure increases children's aversion to advantageous inequity.

The relative contribution of intuitive and reflective cognitive systems in cooperative decision making is a topic of hot debate. Research with adults suggests that intuition often favors cooperation, but these effects are contextually sensitive. Emerging evidence has shown that in many contexts children show a tendency toward intuitive cooperation, but research investigating these processes in children is sparse and has produced mixed findings. In the current study we investigated the influence of intuitive and reflective decision processes on children's fairness behavior by manipulating decision time. We tested (N = 158) pairs of children between 4 and 10 years of age from a rural community in Canada. Children's decisions to accept or reject allocations of candies were either made under time pressure or after a 10-s delay. We assessed the impact of decision time on children's aversion to inequitable distributions of resources by comparing their responses to equal allocations with either disadvantageous allocations or advantageous allocations. We found that children showed a greater age-related increase in advantageous inequity aversion when decisions were made under time pressure compared to when they were made after a delay. In contrast, we did not observe a significant impact of decision time on the development of disadvantageous inequity aversion. These findings suggest that intuitive decision processes may contribute to the development of fairness concerns in middle childhood.

30 Years of Advancing the Field of Education Abroad: Reflections and New Directions for Frontiers

We used several reflection processes to assess where we are currently as a field and journal and to chart our future directions. First, after a SWOT analysis, the Editorial Board divided itself into three working groups, reflecting on the focus, organization, and quality of our work. Each made recommendations and brought them back for discussion with the full Board. Also, we invited a group of Visiting Distinguished Editorial Fellows to join us as action editors for a number of submissions whose review process had been complicated by the pandemic and editorial transition, and to come together for a reflective conversation on what they noticed and would like to see more of based on their long histories in the field. There were many parallel themes between this conversation and those of the Editorial Board working groups, which led us to plan several changes for our journal. Our consensus is that moving forward, we would like to support more robust engagement with the existing literature, rigorous methodologies, critical interdisciplinary thought pieces, and clearly articulated relevance to practice.

Small programs, big challenges: Reimagining the evaluation of clinical teaching in genetic counseling.

Within the health professions education system, a significant proportion of teaching and learning occurs in the clinical setting. As such, the need to measure effective teaching for accreditation standards, faculty development, merit pay, academic promotion, and for monitoring the safety of the learning environment has led to numerous universities developing instruments to evaluate teaching effectiveness in this context. To date; however, these instruments typically focus on the student perspective, despite evidence demonstrating that student evaluations of teaching (SETs) lack correlation with learning outcomes and are not a true measure of teaching effectiveness. This issue is further exacerbated in small health professional training programs, such as genetic counseling, where clinical teachers may only supervise 1-3 students per year. As a result, not only are SETs more confounded due to small sample sizes, but a direct conflict exists between respecting learner anonymity and providing timely and relevant feedback to faculty. In such contexts, even using SETs to evaluate the nature of the learning environment may be unreliable due to student concerns about identifiability and fear of retaliation for unfavorable evaluation. This paper will review the literature regarding SETs, barriers to this process within the clinical setting, and the unintended downstream consequences. Options for addressing issues related to the use of SETs will be considered, with particular focus on the process of reflection and the use of teaching consultations or peer support groups as a means to improve teaching effectiveness in this learning environment.

Adaptive Self-Reflection as a Social Media Self-Effect: Insights from Computational Text Analyses of Self-Disclosures of Unreported Sexual Victimization in a Hashtag Campaign

Hashtag campaigns calling out sexual violence and rape myths offer a unique context for disclosing sexual victimization on social media. This study investigates the applicability of adaptive self-reflection as a potential self-effect from such public disclosures of unreported sexual victimization experiences by analyzing 92,583 tweets that invoked #WhyIDidntReport. A supervised machine learning classifier determined that 61.8% of the tweets were self-disclosures of sexual victimization. Linguistic Inquiry and Word Count (LIWC) analysis showed statistically significant differences in four psycholinguistic dimensions (greater use of past focus, cognitive processes, insight, and causation words) connected with reflective processing in tweets with self-disclosed sexual victimization compared to those without. Additionally, topic modeling and thematic analysis identified nine salient topics within the self-disclosing tweets, comprising three self-distanced representations (i.e., relatively abstract and insightful construals) of the unwanted experiences: (a) acknowledging one’s previously unacknowledged victimization, (b) reaffirming one’s rationale for not reporting, and (c) decrying invalidating response to one’s disclosure. Moving beyond reception effects and social support in extant research about social media as a coping tool, this study provides new empirical insights into the potential of social media to promote expressive meaning-making of upsetting and traumatic experiences in ways that support recovery and resilience.

MMI waveguide reflector based on lithium niobate thin film

Based on the principle of multimode interference (MMI) imaging, an MMI waveguide reflector with high reflectivity, high bandwidth, and high process tolerance is designed using a lithium niobate thin film. The simulation results show that when the input light is transverse electric (TE) polarized, the maximum reflectivity of the designed MMI waveguide reflector is 96.5% at the working wavelength of 1.55 μm, and the bandwidth is 110 nm with more than 90% reflectivity. We also designed an experiment to measure its reflectivity. The experimental result of reflectivity is 85.24%. Compared with other proposed waveguide reflectors, it has the advantages of high reflectivity and large bandwidth. These results indicated that this optimized waveguide reflector design can be applied to integrated optical system based on lithium niobate thin film.