Development of a Questionnaire to Measure the Level of Reflective Thinking

Kember, David; Leung, Doris Y. P.; Jones, Alice; Loke, Alice Yuen; McKay, Jan; Sinclair, Kit; Tse, Harrison; Webb, Celia; Wong, Frances Kam Yuet; Wong, Marian Wai Lin; Yeung, Ella W.

doi:10.1080/713611442

Cited by 539 publications

(655 citation statements)

References 9 publications

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“…We then revised and refined the codes several times in order to detect recurring categories. Once a more stable version of the codes was generated, it was contrasted with the research literature on levels of awareness and reflection in learning (Kolb, 1984;Mezirow, 1991;Dewey, 1933;Peltier, Hay & Drago 2005;Kember et al, 2000). Then, we generated another coding scheme and applied it again to the interview data.…”

Section: Proof-of-concept Researchmentioning

confidence: 99%

“…These categories were defined and organized according to the hierarchical levels of reflection described in the literature (Peltier, Hay & Drago, 2005;Kember et al, 2000). In this hierarchy, different levels are distinguished according to the cognitive effort involved in the task.…”

Section: Proof-of-concept Researchmentioning

confidence: 99%

“…To achieve this change, it is necessary to ask fundamental questions and challenge existing assumptions. Although in the research literature, different authors (Kolb, 1984;Mezirow 1991;Dewey, 1933;Peltier, Hay & Drago, 2005;Kember et al, 2000) describe different boundaries between the levels, all agree that there is a hierarchy, which means that each level builds on the previous one.…”

Section: Introductionmentioning

confidence: 99%

“…The seminal works of Kolb (1984), Mezirow (1991), Dewey (1933), Peltier, Hay and Drago (2005), and Kember et al (2000) all indicate that the reflection process can be divided into awareness, critical analysis, and change. The first stage (awareness) refers to the process in which a person becomes conscious of a previous experience.…”

Section: Introductionmentioning

confidence: 99%

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Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session

Durall¹,

Leinonen²,

Salvat³

et al. 2017

Designs for Learning

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The increasing availability of self-monitoring technologies has created opportunities for gaining awareness about one's own behavior and reflecting on it. In teaching and learning, there is interest in using self-monitoring technologies, but very few studies have explored the possibilities. In this paper, we present a design study that investigates a technology (called Feeler) that guides students to follow a specific learning script, monitors changes in their electroencephalogram (EEG) while studying, and later provides visualization of the EEG data. The results are two-fold: (1) the hardware/software prototype and (2) the conclusions from the proof-of-concept research conducted with the prototype and six participants. In the research, we collected qualitative data from interviews to identify whether the prototype supported students to develop their reflective skills. The thematic analysis of the interviews showed that the Feeler's learning script and visualization of the EEG data supported greater levels of reflection by fostering students' curiosity, puzzlement, and personal inquiry. The proof-of-concept research also provided insights into several factors, such as the value of personal experience, the challenge of assumptions, and the contextualization of the data that trigger reflective thinking. The results validate the design concept and the role of the prototype in supporting awareness of and reflection about students' mental states when they perform academic tasks.

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Section: Proof-of-concept Researchmentioning

confidence: 99%

Section: Proof-of-concept Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session

Durall¹,

Leinonen²,

Salvat³

et al. 2017

Designs for Learning

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show abstract

“…Transformative learning is therefore considered to be the highest level of deep learning and requires critical reflection (Illeris, 2014;Mezirow & Taylor, 2009). Critical reflection involves the deconstruction and reconstruction of personal beliefs, which can lead to new beliefs (Kember et al, 2000;Mezirow & Taylor, 2009). Although the impact of critical reflection on the intended learning is generally recognised (e.g.…”

Section: Learning At a Professional Identity Levelmentioning

confidence: 99%

Professional development of teacher-educators towards transformative learning

Meijer

Kuijpers

Boei

et al. 2016

Professional Development in Education

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This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five experienced educators, a professional development programme was designed, tested and redesigned. Secondly, a qualitative multiple case study was conducted to examine the active ingredients of the designed interventions with regard to educators changes in beliefs and behaviour. The study was carried out in four different educational settings in which 20 educators participated during nine months. Data sources included videos, questionnaires, interviews and written personal theories of practice. The analyses indicated that aligned self-study interventions on a personal, peer and group level guided by a trained facilitator supported the intended leaning.

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Embedding Evaluation Into a Military Veteran Entrepreneurial Training Program

Cumberland

Peake

Kerrick

et al. 2020

New Dir Adult Contin Educ

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The aim of this chapter is to examine an entrepreneurial training program using a theoretical foundation to assess pedagogical and programmatic outcomes. First, the chapter begins by reviewing military veteran entrepreneurship. Next, key constructs previously shown to impact entrepreneurial capabilities and intentions are reviewed. Subsequently, the case used in this study of an entrepreneurial education program is shared, along with how the program impacted a cohort of military veterans. Finally, we provide a discussion about how these results should influence thinking about entrepreneurial training programs for veterans.

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Development of a Questionnaire to Measure the Level of Reflective Thinking

Cited by 539 publications

References 9 publications

Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session

Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session

Professional development of teacher-educators towards transformative learning

Embedding Evaluation Into a Military Veteran Entrepreneurial Training Program

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