Encouraging Student Reflection and Articulation Using a Learning Companion: A Commentary

Goodman, Bradley A.; Linton, Frank; Gaimari, Robert

doi:10.1007/s40593-015-0041-4

Cited by 15 publications

(14 citation statements)

References 22 publications

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“…Reflection is also seen as a critical component of metacognition since it requires review of previous decisions and behaviors, thinking about knowledge process to complete a task and evaluating how a task is completed (Boud et al, 1985;Goodman et al, 1998). Reflection is also accepted as an essential part of student-centered activities because it gives learners opportunities to think about their own learning and promotes effective learning by leading them to think more strategically (Martin-Kniep, 2000).…”

Section: Discussionmentioning

confidence: 99%

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

Atasoy

Yalın

2017

Eğitim Teknolojisi Kuram Ve Uygulama

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ÖzGünümüz iş dünyası sürekli öğrenen ve bilgisini güncel tutan bireylere ihtiyaç duymaktadır. Eğitim kurumlarında sunulan alana özgü bilgi ve beceriler iş dünyasının bu beklentisini karşılayamamaktadır. Eğitim paydaşları bu problemin çözümü olarak öğrenmeyi öğrenen bireylerin yetiştirilmesinin gerekliliğini vurgulamaktadır. Nasıl öğreneceğini bilen, öğrenmesinin sorumluluğunu ve kontrolünü ele alan bireylerin yetiştirilmesi için öğrenenlere bazı becerilerin kazandırılması gerekmektedir. Yansıtma bu önemli becerilerden biri olarak kabul görmektedir. Yansıtıcı sorular ise yansıtma becerilerinin kazandırılması için kullanılan tekniklerden biridir. Bu araştırma yansıtma, yansıtıcı düşünme, yansıtıcı sorular ve ilişkili kavramlara ilişkin kuramsal bilgileri açıklamakta ve yansıtmanın öğrenme ortamlarına katkılarına dikkat çekmeye çalışmaktadır. Bunların yanı sıra çalışmada, yansıtma etkinliklerinin ve yansıtıcı soruların yüz yüze ve e-öğrenme ortamlarında kullanımına ilişkin pratik bilgiler ve öneriler de sunulmaktadır.Anahtar Kelimeler: yansıtma; yansıtıcı düşünme; yansıtıcı sorular; biliş üstü; e-öğrenme * Makale birinci yazarın doktora tezinden üretilmiştir. REFLECTION AND REFLECTIVE PROMPTS FROM SOCRATIC DIALOGUE TO TODAY AbstractToday's business world requires employees to possess up-to-date knowledge and to be open new information about their professions. Some educational institutes cannot meet these requirements, because they just provide their learners with domain specific knowledge. Some educators have pointed out that to cope with this problem they need to train people who are aware of learning to learn. These learners have to gain some general learning skills like how to learn or take control of their learning, besides domain specific knowledge. Reflection is seen as one of the most powerful activities which contain these kind of skills. Reflective prompt is an important technique of reflection. This research aims to give theoretical background about reflection, reflective thinking, reflective prompt and related concepts. In addition to descriptive knowledge, the research also intends to present practical use of reflective prompt in face to face and e-learning environments.

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Section: Discussionmentioning

confidence: 99%

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

Atasoy

Yalın

2017

Eğitim Teknolojisi Kuram Ve Uygulama

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“…Classroom discussion is really important because peer interactions are enriched by their prior knowledge, experiences, and interests that the students bring to the process. The collaboration between students provides opportunities for students to examine their own thought processes (Goodman, Soller, Linton, & Gaimarie, 1998).…”

Section: / 17mentioning

confidence: 99%

Case-Based Pedagogy for Teacher Education: An Instructional Model

Akbulut

Hill

2020

CONTEMP EDUC TECHNOL

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The use of cases has been promoted as a promising instructional method for creating authentic learning environments. However, the development and implementation of the best instructional strategies for effective use of cases still require further research. This paper addresses some of these gaps by proposing an emergent instructional model to be grounded in constructivism and current instructional models for case-based pedagogy. The model was implemented in a science methods course for elementary education prospective teachers. The participants engaged in several activities for four cases such as participating in online and classroom discussions and writing reflection papers. In this paper, first, we will present the connection between the pedagogy and teacher education; second, we will introduce the theoretical framework with implications for the instructional model; then, we will present some examples of learning experiences that should be included in a constructivist case-based learning environment with the proposed instructional model. Lastly, we will present findings from a study wherein the proposed model was applied to support prospective teachers' socioscientific issue-based teaching and learning, and discuss implications for research and practice.

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“…Reflection is a cognitive process to learn from previous learning experience [6,7]. It encourages learners at any age to analyse what they have done during the learning process [8]. In order to achieve the best outcome of the reflection, then it has to be planned by the learner.…”

Section: Reflectionmentioning

confidence: 99%

Relation Between Students’ Reflection Levels and Their Inquiry Learning Outcomes

Mäeots

Siiman

Kori

et al. 2016

EDULEARN Proceedings

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In this study we aimed to identify the relation between students' reflection levels and their inquiry learning outcomes (i.e. their formulated conclusions) after conducting a complete inquiry cycle in an online Go-Lab Inquiry Learning Space (ILS). We expected that students exhibiting a higher reflection level would be more experienced in formulating higher quality conclusions than students at a lower reflection level. Forty-three students from the 9th grade with an average age of 15 years from two Estonian public schools participated in this study. During the interventions students worked with a chemistry-based ILS called "What does pH measure?" Students were given a pre-defined problem to be solved by following an inquiry cycle. In each phase students had tasks to perform which led to concrete learning outcomes. The students used specific application called Conclusion Tool to state their conclusions and used Reflection Tool to answer two open-ended reflective questions to reflect on their study process. The results suggest that students who reflect at a higher reflection level are more successful in formulating higher quality inquiry outcomes such as hypotheses, observations and conclusions. Therefore it seems that reflection should be part of the learning process in order to support students to achieve higher quality inquiry learning outcomes.

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Encouraging Student Reflection and Articulation Using a Learning Companion: A Commentary

Cited by 15 publications

References 22 publications

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

Sokrati̇k Di̇yalogdan Günümüze Yansitma Ve Yansitici Sorular

Case-Based Pedagogy for Teacher Education: An Instructional Model

Relation Between Students’ Reflection Levels and Their Inquiry Learning Outcomes

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