Developing Mathematical Reflektive Thinki NG Skills Through Problem Based Learning

Reflective thinking gives the opportunity to students the chance to assess believe. That means providing relevant information on the student’s belief and reflecting students' understanding of a given topic. In other words, reflective thinking provides the opportunity for student to solve a problem together with the reasons that logically, defend their opinions, analyze and reflect them. A process that facilitates student to re-think / think back when responding or choosing solutions that are useful in developing reflective thinking skills, that is a learning process which can encourage reflective thinking. One of which is a model of learning that can minimize these problems is by using problem based learning. Key Word: Reflektive thinking skills, Problem based learnin

Reflective learning workshop

This is a collection of materials from an ESCalate workshop on reflective learning held at Coventry University, which covered: Developing an understanding of reflection; - Defining reflective learning; - Emotion and reflection; - Learning and reflection; - Factors that affect the quality of reflection; - Depth of reflection; - The learners conception of knowledge; -Introducing reflection, a two stage approach; - Assessment issues; - Exercises to stimulate reflection

An Evaluation of the Teaching and Learning of Reflective Practice at the Centre for Textile Conservation, University of Glasgow

The value of reflective practice in both professional education and lifelong learning is well established. In conservation the concept is fundamental to our ability to make informed decisions: to develop the cognitive and affective skills necessary to implement appropriate conservation strategies confidently, competently and ethically in wide ranging and dynamic contexts. Beyond the broad understanding of reflective practice as a process of learning through and from experience in order to gain new insights, it can have a considerable diversity of meanings. Its complexity can make it intimidating and, for conservation students, it has been found to be a challenging task. Through an evaluation of the learning, teaching and assessment of reflective practice at the Centre for Textile Conservation and Technical Art History (CTCTAH), University of Glasgow (UoG), this paper aims to peel back the layers of complexity to consider why it is challenging for students and how learning can be developed and assessed effectively

Out of the comfort zone: Enhancing work-based learning about employability through student reflection on work placements

This paper examines the work-based learning about employability reported by 26 undergraduate Geography and Environmental Management students on part-time, unpaid work placements. The students' “reflective essays” emphasized their learning more in terms of emotional challenges than in terms of skills, as being pushed out of their “comfort zone” forced them to be more proactive, tackle unfamiliar activities and develop emotionally. This conceptualizes employability as more than skills and as integrative, reflective and adaptable. This also emphasizes that higher education institutions must support employability and work-based learning outside the academic zone and better integrate off-campus work-based learning with on-campus reflection

Reflecting on reflection: scale extension and a comparison of undergraduate business students in the United States and the United Kingdom

In the Peltier, Hay, and Drago (2005) article entitled “The Reflective Learning Continuum: Reflecting on Reflection,” a reflective learning continuum was conceptualized and tested. This is a follow-up article based on three extensions: (1) determine whether the continuum could be expanded, (2) further validating the continuum using additional schools, and (3) determining whether the continuum could also be applied to undergraduate business education. The findings from a study of U.S. and UK students show that the revised scale is valid and reliable and that U.S. students in the sample universities rated their educational experience higher and were more likely to use reflective thinking practices

Reflective writing: a management skill

Purpose – The purpose of this paper is to analyze students' reflective writing in terms of identifiable outcomes and explore students' thoughts on reflection and reflective writing as a process. Design/methodology/approach – A mixed methods approach is taken with a qualitative analysis of 116 written reflections from MA Librarianship studying management over an eight-month period. A quantitative statistical analysis assesses the relationships between reflective writing and a number of possible outcomes identified from the literature. Findings – A significant relationship is found between seven of eight outcomes tested; academic learning, the need for self-development, actual self-development, critical review, awareness of ones' own mental functions, decision making and empowerment and emancipation. There is some evidence of a relationship between non-academic learning and reflective writing, but it is not significant. A number of themes emerged from the reflective writings regarding reflection itself, with students seeing reflection as a positive activity, with benefits for the individual, groups and in the workplace, and identifying reflection as a skill that can be practiced and developed. Practical implications – Reflection and reflective writing as a management skill has potential benefits for personal and professional development and improving work-based practice. Originality/value – This paper differs from the previous literature in presenting statistical evidence to confirm the relationships between reflective writing and a range of potential outcomes

The Situations That Can Bring Reflective Thinking Process In Mathematics Learning

This paper focuses on situations that can bring reflective thinking process in mathematics learning. Reflective thinking can be identified from the phases of the reflective cycle of teaching, the phases of reflection, and metacognitive activities designed for learning. In order to stimulate reflective thinking process is good to consider the prior knowledge and intuition student owned. Relevant prior knowledge and intuition is useful in solving problems to create the situations that can bring reflective thinking process namely, the selection of action or alternative solutions, and decision-making regarding actions or solutions created or obtained. Key Words: Reflective Cycle, Reflective Phase, Metacognitive Activity, Prior Knowledge, Intuition, Selecting Action, Decision Makin

Promoting reflection in asynchronous virtual learning spaces: tertiary distance tutors' conceptions

Increasingly, universities are embedding reflective activities into the curriculum. With the growth in online tertiary education, how effectively is reflection being promoted or used in online learning spaces? Based on the notion that teachers’ beliefs will influence their approaches to teaching, this research sought to understand how a group of distance tutors at the UK Open University conceptualised reflection. It was hoped that these findings would illuminate their approaches to promoting reflection as part of their online pedagogies. Phenomenographic analysis indicated that these tutors conceptualised reflection in four qualitatively different ways. Furthermore, the data suggested that these educators held a combination of two conceptions: one that understood the origin of being reflective and one that understood the purpose of reflection. Analysis of structural aspects of these conceptions offered insight into tutors’ own perspectives for what is needed to make online learning environments fertile territory for reflective learning

Exploring the Relationship Between Self-Regulated Learning and Reflection in Teacher Education

Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachers’ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidates’ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates