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Reflection as a method for learning

Reflection as a method for learning can be a way for teachers and students in STEM subjects to approach and explore the field of equality, diversity and equal conditions together. Reflection is, however, a learning activity that can be new to many teachers and students within STEM, where teaching often consists of lectures, laboratory work and exams and less often of (reflection) seminars. This means that clarity is needed about how the reflection should be done.

Why reflection

The purpose of reflection assignments is generally to support students in their learning. For example, Boud and Walker (1985, in Kember, 1999, p. 22) state that “reflection in the context of learning is a generic term for those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations. ”Rogers (2001, p. 41) believes that "the purpose of reflection is to integrate the understanding gained in one's experience in order to be able to make better choices or actions in the future".

Student reflection also has the potential to support active learning because students need to be actively involved in the subject's content or problems, contextualize it with their own experience and thereby construct meaning and learning (Freeman et al., 2014; Prince, 2004).

Reflections can be used as a way for students to develop a certain area of ​​knowledge with the intention that they will learn to broaden their perspectives, with the overall goal of supporting students to make better future decisions.

Challenges

Some common challenges around reflection include different understandings, thoughtless reflection and concerns about ethics. To address these challenges, Bek (2012), Grossman (2009) and Hatton and Smith (1995) all argue that clear guidance is important for students who are encouraged to write reflective texts. Without such clarity, there is a risk that students write descriptive rather than reflective texts (eg Grossman, 2009).

Clarify what and in what way the students should reflect

Different types of reflection

Descriptive reflection

Contains some form of reasoning and argumentation in relation to the theme.

Reflective dialogue

Contains alternative actions and their consequences.

Critical reflection

Includes multiple, possibly contradictory, perspectives with consideration to broader historical and societal contexts.

Norm-critical reflection

Contains making visible and reasoning about stereotypical assumptions, beliefs and prejudices that come from unconscious bias. Includes reasoning from a critical power perspective on the historical and societal contexts of limiting structures and norms, and reasoning about alternative approaches and actions and their consequences.

Suggestions on layout / guidance for reflection assignments

  1. Let the participants take part in a delimited content that is clearly linked to themselves and their future activities.
  2. Concretize the content through, for example, practical exercises and / or emotionally engaging stories or case descriptions.
  3. Introduce guiding thematic questions or concepts.
  4. Let the participants reflect in small groups.
  5. Then let the participants break perspectives in a joint discussion.
  6. Give the participants space to choose their own focus.

References

Bek, A. (2012). Undervisning och reflektion. Om undervisning och förutsättningar för studenters reflektion mot bakgrund av teorier om erfarenhetslärande. Doktorsavhandling. Pedagogiska institutionen, Umeå universitet.

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H, & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410-8415.

Grossman, R. (2009). Structures for Facilitating Student Reflection. College Teaching, 57:1, 15-22.

Hatton, N., & Smith, D. (1995). Reflection in teacher education: towards definition and implementation. Teaching and Teacher Education, 11:1, 33-49.

Kember, D. (1999). Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of Mezirow. International Journal of Lifelong Education, 18:1, 18-30.

Malmqvist, J., Edström, K., Rosén, A., Hugo, R., & Campbell, D. (2020). Optional CDIO Standards: Sustainable Development, Simulation-Based Mathematics, Engineering Entrepreneurship, Internationalisation & Mobility. Proceedings of the 16th International CDIO Conference, Chalmers University of Technology, Gothenburg, Sweden, 8-10 June.

Moon, J. (1999). Reflection in learning & professional development. Theory and practice. London & New York: Routledge Falmer.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93 (3), 223-231.

Rogers, R. R. (2001). Reflection in Higher Education: A Concept Analysis. Innovative Higher Education, 26:1, 37-57.

More on reflection

The Reflection Toolkit  is a place where you can find information and support whether you are looking to reflect yourself or facilitate reflection in others.