Reflective Thinking In Students Research Articles

La comprensión lectora en el contexto de la Nueva Escuela Mexicana

Reading is essential for the cognitive, social and emotional development of Mexican children. It should be promoted by the family from an early age to stimulate interest and understanding of the meaning of the text. Reading involves not only decoding graphic signs, but also understanding and interpreting what is read, using various strategies that activate prior knowledge and relate it to the context. The New Mexican School (NEM) considers reading comprehension as a challenge to develop critical and reflective thinking in students. Teachers must generate teaching strategies that recognize reading comprehension as a tool to promote the development of critical, analytical and reflective thinking, and a participatory attitude in students, which transcends social transformation and the responsible exercise of citizenship.

Pedagogical Strategies for the Development of Critical and Reflective Thinking in Students

This article discusses the importance of developing critical and reflective thinking in students in the context of 21st-century education. The research, of a bibliographic and qualitative nature, is based on learning theories, such as constructivism and meaningful learning, and educational theories, such as differentiated pedagogy and self-directed learning. It points to the need to break away from the traditional teaching model and presents pedagogical strategies to promote critical and reflective thinking, such as Problem-Based and Project-Based Learning (PBL), structured debates and discussions, critical analysis of texts, and Socratic questioning. The study highlights the potential of these strategies for developing essential skills for the 21st century, such as autonomy, problem-solving, decision-making, and creativity. Furthermore, it discusses the challenges and opportunities of implementing these strategies on a large scale, emphasizing the need for investments in teacher training and adaptation of school infrastructure.

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.

Reflective thinking in school: a systematic review

<span lang="EN-US">Everything around us changes rapidly and to adapt to these constantly changing conditions and to understand the meaning of our life in the society in which we live, we must reflectively and consciously think about our actions in each given scenario. A school is a miniature form of society where learners are exposed to situations where they need to find solutions for every problem faced. No faultless solution and conclusions can be arrived at without a carefully employed reflective thinking process. In this context, the present study reviewed 19 intervention studies on reflective thinking in schools published between 2010 and 2021 and presents a brief summary. Various theories on reflective thinking, approach of educationists on reflective thinking of students and the relation between reflective thinking and students’ academic performance, are extensively analyzed. The findings of the study reveal that there are a few generally accepted theories of reflective thinking; reflection is a useful learning strategy and reflective thinking is an essential characteristic of academic excellence. This study recommends future research with a wider scope to accommodate more theoretical perspectives and wide-ranging databases.</span>

Reflective Thinking Students with Different Adversity Quotients in Solving Mathematics Problems

Reflective thinking is considered one of the thinking skills that support the process of solving mathematical problems. Difficulties are always encountered in the problem-solving process therefore individual intelligence is required to persevere in facing challenges. The intelligence to persevere in facing challenges is referred to as the adversity quotient. The adversity quotient is divided into three categories: climber, camper, and quitter. This study is qualitative descriptive research aimed at describing the process of reflective thinking in students' problem-solving abilities from the perspective of adversity quotient. The research was conducted at a public junior high school in Wonogiri, with eighth-grade students as the subjects. Eighth-grade students are in the middle position, a stable level of adaptation. This matter because eighth-grade is still in the adjustment stage, a transition period on the environment and learning process. The respondents in this study consisted of three students, one climber, one camper, and one quitter. The respondents were selected using a purposive sampling technique. The data collection techniques used were questionnaires, tests, and interviews. The data validity used was time triangulation. The results of the study concluded that the climber student demonstrated good reflective activity in each stage of Polya's problem-solving method, from understanding the problem, devising a solution plan, and implementing problem-solving, to reviewing the obtained results. The camper student showed some level of reflective activity, even though it was not optimal at the stages of devising a solution plan, implementing problem-solving, and reviewing. On the other hand, the quitter student did not exhibit reflective thinking activity in any of the stages of Polya's problem-solving method.

WEBLOGS E DIÁLOGOS INVESTIGATIVOS COM ESTUDANTES DA EJA: UMA EXPERIÊNCIA PARA INSTIGAR HABILIDADES DE REFLEXÃO

The article presents a research that sought to verify whether the production of media on weblogs can encourage the reflective thinking of students in Youth and Adult Education based on dialogues in the Community of Investigation. With a qualitative approach, the study was conducted with 17 students from the IFG – Campus Aparecida de Goiânia. An increase in expressiveness was observed, associating curricular content with opinions and life stories of the research participants, which proved to be effective for reflective training in the perspective of emancipation. Keywords: youth and adult education; media;reflective thinking.

DIDÁCTICA DE LA FILOSOFÍA: UNA PROPUESTA PARA SU ENSEÑANZA EN UNA PREPARATORIA TÉCNICA

Este trabajo plantea una serie de reflexiones en torno a la importancia de la enseñanza de la Filosofía en los procesos instruccionales de Nivel Medio Superior a través del diseño de una propuesta didáctica. El objetivo consiste en ofrecer al docente de filosofía herramientas que ayuden a alentar en estudiantes el pensamiento crítico, reflexivo, habilidad para estructurar argumentos, capacidad de relacionarse con las cosas que les rodean, así como la oportunidad de construir a través del conocimiento filosófico una visión global e integral de la realidad social de la que forman parte. Dicha propuesta de innovación educativa, realizada a partir del enfoque de la investigaciónacción, pone énfasis en aquellos recursos que contribuyen a mejorar la enseñanza de la filosofía en una Preparatoria Técnica. Lo que se presenta son los datos obtenidos gracias a los instrumentos de diagnóstico aplicados a los diversos actores educativos de esa institución (profesores, directivos y estudiantes), así como el diseño de una Propuesta Didáctica que se llevó a cabo en dos aulas con grupos quecursaron la unidad de aprendizaje de filosofía en el período escolar enero-junio de 2019.

La lectura crítica como método para el desarrollo de competencias en la comprensión de textos

No todos los estudiantes son capaces de asumir una posición crítica frente al contenido de un texto o ante los planteamientos del autor. La metodología educativa propone la lectura crítica para promover y medir la capacidad de los aprendices de comprender, interpretar y evaluar cualquier libro. El propósito del trabajo fue describir las características y elementos básicos de la lectura crítica como método para el desarrollo de competencias en la compresión de textos, a nivel de educación media. Se fundamentó en los aportes de Benavides y Sierra (2013), Cassany (2013), Rodríguez (2016), Avendaño (2016), entre otros. Es un estudio documental, donde se describe y contrasta la información seleccionada para establecer las condiciones más apropiadas en el proceso lector. Las consideraciones finales destacan la necesidad de generar recursos didácticos con características que desarrollen competencias de comprensión lectora y estimular en los alumnos el pensamiento crítico y reflexivo.

Junior high school student’s reflective thinking process in solving the mathematics problem of triangle and rectangular materials based on the local content

The ability of reflective thinking is the ability to connect the knowledge which students get with the preseding knowledge, so there are conclusions to solve new problems. In order to motivate the students to solve the problems given, the researcher wants to associate the mathematical problems that are given to the students by associating something which which was the local context to them. This study describes the reflective thinking of students in solving triangular and rectangular mathematical problems. This study used a qualitative descriptive study with the students of class VIIIC at SMP Negeri 17 Pesawaran as a research subject consisting of 32 students which was taken by 5 students. The five subjects are all the students who fulfill all the reflective thinking indicators. The instrument used was a written test in the form of 4 description questions and in the interview’s guidelines conducted on the 5 students. Based on the research, the results obtained the students reflective thinking description in solving the mathematical problems which were the three subjects who are able to think reflective in solving mathematical problems and two subjects are quite capable of reflective thinking in solving mathematical problems.

The analysis of reflective thinking ability in junior high school students

Mathematical reflective thinking ability are one of the determinants of students’ success in solving mathematical problems. This descriptive research aims to figure out students’ reflective thinking ability at the two-variable linear equations system material. The subjects of this research were Junior High School students who were selected using purposive sampling. This research involves 92 students of the eighth grade of some State Junior High Schools in Bandar Lampung. The schools were SMP Negeri 4 that has a high category with 34 students, SMP Negeri 8 that has a medium category with 28 students, and SMP Negeri 22 with low category which is 30 students. The Data was taken through reflective thinking ability test which consists of 4 essays that involved 3 indicators of reflective thinking, namely reacting, comparing, and contemplating. In order to obtain a comprehensive description related to the ability of reflective thinking in students of SMP Negeri in Bandar Lampung, the data was qualitatively and quantitatively analysed. The result of the research shows that students’ reflective thinking ability are still not optimal with the average score far below the reflective thinking ability, which is 51,59. It can be seen from the majority of students who still get difficulties in building a deep self-understand of problem, inability to deliver what has been understood in a certain reason, as well as inability in concluding a proper answer.

The role of semiotic regulators in the construction and execution of an argumentative instructional design

This article investigates how the semiotic tools socially shared have a role in psychological development of students enrolled in argumentative classes. The process of internalization is understood as a form of semiotic regulation, socially shared, that benefits the organization and structuring of higher mental functions. We use an argumentative instructional design inspired by the adaptation made by Leitao (2012) to the Critical Debate Model / MDC (Fuentes, 2011) to create an environment of systematic argumentation as a mediation resource for the development of reflective thinking of students. In each cycle (5 debates), the students (38) are divided into three groups, who rotate to assume the roles of protagonists, antagonistics and judges/researchers – in every cycle there are activities to teach how to argue and argue to learn school content. Hence, they are systematically stimulated to exchange points of view rationally, evaluate arguments, question positions, produce arguments and anticipate counter-arguments. The workshop where teachers stimulated the teaching of argumentation for the purpose of developing argumentative competencies were qualitatively analyzed. The semiotic-discursive analysis of 12 cases (one of the three groups) indicates that there are three levels of regulatory agents: 1) the design, 2) the instruction of the teachers, 3) the reaction (understanding) of the students. And the regulators are divided into the dimensions of knowledge construction and pragmatic / rhetoric of the argument organized in: 1) macroregulators, which say of the general regulators present in the design and instruction and 2) local regulators, who say respect of the updated use of general regulators internally by students. Finally, it is proposed to think about the role of constructing argumentative class designs that take into account the complexity of semiotic dynamics in educational contexts.

Formación ética en psicología a partir de estrategias didácticas que promuevan un pensamiento crítico y reflexivo

La educación ética en las universidades ha estado caracterizada por la transmisión de corrientes filosóficas, normas y/o códigos, dirigidos a ser una guía para el actuar en forma de máximas que han de ser rectores de la conducta y excelencia profesional. No obstante, esta educación ha demostrado ser inefectiva. Como resultado, es frecuente encontrar errores de tipo ético en la praxis de las disciplinas. Atendiendo a la necesidad de trascender la formación ética teórica, y buscar una educación práctica y aplicada, con la finalidad de fomentar el desarrollo de profesionales autónomos, responsables, críticos y con sentido de excelencia en el actuar profesional, se han recopilado experiencias formativas basadas en la promoción del pensamiento crítico y reflexivo. En primer lugar, se realizó una revisión teórica enfocada en las principales deficiencias de la educación en ética, seguido se recopilaron estrategias didácticas que han demostrado ser valiosas para el cultivo de la deliberación y el pensamiento crítico y reflexivo en los estudiantes, por último, como resultado de la investigación y entendiendo la necesidad de llevar la información recogida a los docentes comprometidos en la transformación educativa, se realizó una cartilla dinámica, amigable al lector y con la finalidad de ser un apoyo a los docentes encargados de enseñar ética en las universidades. La cartilla fue validada a nivel de contenido a través de juicio de expertos y análisis de V de Aiken, mostrando ser coherente conceptualmente y de utilidad de acuerdo al objetivo de la misma.

ОСНОВНІ ПСИХОЛОГО-ПЕДАГОГІЧНІ ВИМОГИ ДО ЗАСТОСУВАННЯ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ В ОСВІТНЬОМУ ПРОЦЕСІ ПОЧАТКОВОЇ ШКОЛИ

A modern society puts before school the task of training the graduates who can independently acquire the necessary knowledge, competently work with information.This article is devoted to the study of information technology (IT), accompanied by an educational process in school. The solution of this problem has the theoretical and practical significance. In the context of education modernization, the problem of the effective use of IT, accompanied by the teaching of school disciplines, seems very relevant and highlighted as one of the priorities.The main objective of all innovations of the educational field is to facilitate the transition from the mechanistic acquisition of knowledge by students to the formation of skills and abilities to acquire knowledge on their own. The success of solving this task depends to a large extent on the purpose of using the computer in the educational process, the quality and capabilities of the software, and on the place that the computer possesses in the system of didactics.The information technology serves as a means to achieve these goals. However, it should be noted that only the availability of the most modern means does not provide the positive results of educational activities. Only a teacher who has a good command of using of IT in the learning process sees his place in the system of learning tools, knows the features of using at different types of classes and at different stages, understands the benefits of using IT to realize the goals of education and upbringing, will not only be able to achieve the positive results of teaching young schoolchildren, but also prepare them for the challenges of the modern information society and the future of the knowledge society.In the psychological studies it is noted that IT influence the formation of the theoretical, creative and reflective thinking of students. Visibility of the reflection of certain phenomena and processes in the memory of the student, enriches the perception of the educational material, contributes to his scientific understanding. The main objective of the implementation of information technology supporting the educational process should be the emergence of new types of educational activities, characteristic for the modern information environment of the child, to meet his cognitive interests.

Development of Guided Discovery Learning to Improve Reflective Thinking

This study is a development research that aims (a) to produce valid and practical Guided Discovery learning to improve the ability of reflective thinking, and (b) to determine the effectiveness of Guided Discovery learning to improve the ability to think reflective. This research is a Research and Development (R D). The research subjects were seventh grade students of SMP Paramarta 1 Seputih Banyak in the academic yearof 2018 / 2019. The instruments used are observation sheets, interview sheets, validity assessment instruments, trial sheets, and reflective thinking test instruments. The results of this study are (a) Guided Discovery learning has valid and practical criteria and (b) Average N-Gain scores mathematically reflective thinking of students after given Guided Discovery learning bigger than the average N-Gain score of mathematical reflective thinking skills of students who following conventional learning. Suggestions for developing Guided Discovery learning as an alternative to improve the ability of mathematical reflective thinking in junior high school students.

Proposing a policy framework for nursing education for fostering compassion in nursing students: A critical review.

To propose a policy framework for nursing education to foster compassion in nursing students. A critical review. Literature was searched in CINAHL, PubMed, Science Direct and Google Scholar and sources published from January 2008 - April 2018 were reviewed. We screened abstracts and full-texts using specific inclusion criteria, developed summary tables for data extraction and synthesized data logically to develop the framework. Twenty-nine sources were reviewed. Recognizing, accepting, and alleviating patients' suffering are direct indicators of compassionate care. Three policy directions were identified: ensure the nursing curriculum has an appropriate balance of teaching-learning strategies that target learning in the affective domain, directly promote the use of reflection and the development of reflective thinking in students as an approach to enhance excellence in clinical practice and integrate information and assess students' understanding and expression of compassion throughout the nursing curriculum. Compassion is expressed when nurses authentically work to understand patients' suffering and become sensitive to their experiences. Future research should focus on developing strategies that align with the affective domain and use reflection to optimize nursing students' experiential learning. Policies are needed for cultivating a compassionate care culture and for fostering students' compassion, but no guidelines exist for nursing institutions. Targeting the affective learning domain, facilitating reflection, and integrating compassionate care indicators in clinical learning experiences can be useful. Therefore, nursing institutions can use these findings to integrate and measure compassionate care in clinical and educational curricula to foster students' compassion.

Encouraging Reflection and Critical Friendship in Preservice Teacher Education

Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle – an online learning management system. On the basis of the analysed data that were gathered at the end of each action research cycle, we determined that the students felt comfortable in the role of critical friends and that critical friends’ reflections were particularly pleasant for them. They experienced the comments of their critical friends as friendly, encouraging, useful, specific, interesting, detailed, positive, professional and clear. The majority of students (91%) think that the critical friendship discussion should be continued within the course Correlated-integrated systems in Croatian language teaching, and 85% of them suggest introducing this approach in other teachers’ education courses. We determined that the technical mode of reflective thinking prevails in the students’ correspondence. The practical or contextual level could rarely be observed while critical reflection was completely absent in 11 of 14 discussions. Reflective thinking of students (future teachers) should be fostered from the beginning of their studies within various courses, particularly in the pedagogical and methodological ones. To encourage their students to be critically reflective, university teachers should embrace reflective thinking by becoming critically-reflective practitioners and conducting action research in their teaching practices.

Inter-rater reliability of a reflective rubric to assess pharmacy students’ reflective thinking

IntroductionMany health education programs aspire to foster reflective practices to enhance the reflective thinking of students during their study years and throughout their professional careers. Given the increasing attention paid to incorporating reflective practice activities into health education and evidence attributed to rater variability, it is important for educators to carefully consider the assessment criteria and reliability of assessment tools. A reflective rubric was developed to assess pharmacy students’ levels of reflection from a reflective writing task. This study investigates the inter-rater reliability (IRR) of a rubric as a tool to assess the levels of reflective thinking apparent in students’ written statements. MethodsThe research involved four raters from different disciplines utilizing a rubric to assess a random sample of the same forty-three reflective statements from a cohort of two hundred and sixty-four students. The IRR was measured using the intra-class correlation coefficient (ICC), using a two-way random effects model (ANOVA) with absolute agreement, to determine reliability of the assessment tool among the raters. ResultsResults showed measures between the raters for (i) overall reflective statement scores, and (ii) average scores for stages of reflection with an “almost perfect” agreement, ICC = 0.81 (95% CI 0.61–0.90), (F(42, 126) = 7.83, p < 0.01); and ICC = 0.89 (95% CI 0.83–0.93), (F(42, 840) = 12.49, p < 0.01) respectively. Discussion and conclusionsThe proposed rubric utilized by four raters showed high agreement with each other's scores, and is a tool for academic assessment of pharmacy students’ reflective thinking processes.

Live methodologies for using in child and teen health nursing discipline

Purpose: This study aimed to investigate the use of active methodologies in child health and adolescents education in undergraduate Nursing. Methods: This was a qualitative, documentary study, based on secondary sources, from reflections of Higher Education Methodology discipline of the Academic Master in Nursing of Universidade Regional do Cariri. The evaluation took place in two stages: first, we applied a structured form for didactic and pedagogical verification built by the master teachers; later, we evaluated the schedule according to Bloom's taxonomy in the cognitive domain. Results: It was noticed that the menu, order and student’s evaluation were supported by a teaching plan according to the traditional model. Conclusion: It was suggested that active methodologies were used to stimulate critical and reflective thinking of students.

Reflections on the supervised relationship and interaction in nursing clinical training

This reflection fits into the area of Clinical Supervision in Nursing focusing on relationships that the student develops during clinical training. It seems that in clinical training the student not only learns but also consolidates verbal, procedural and attitudinal contents. The relationship established with peers, teachers and tutors will contribute to their professional identity. It is underlined the importance of the contribution of clinical supervision for the development of a reflective thinking in students in Portugal, as highlighted here, which influences the changes in nursing practices, as well as ensuring the quality and safety of the care provided. The characteristics that the tutor must have to improve the development of the students are also explained as well as the possible solutions for the existing limitations of clinical training contexts.

A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking

The use of reflective learning journals to encourage higher order learning outcomes is a growing area in higher education research and practice. However, without a unified and clear definition of reflection, identifying and assessing reflection is problematic for educators. In an attempt to address this issue, in 1999 Kember and colleagues devised a coding scheme based on the work of Mezirow, to identify and assess levels of reflective thinking in students' written journals. We evaluated the usefulness of this coding scheme in a business education context. Findings revealed that the scheme was useful in identifying categories of reflective thinking. Inter‐coder agreement was 0.802 which is satisfactory. On average, 65% of the journal content was coded as non‐reflection and 35% as reflection. A further outcome of the research was to refine the coding scheme and to provide suggestions for its application in teaching practice.