Reflecting on Reflective Learning: The case of geography, earth and environmental sciences

Harrison, Margaret; Short, Christopher J; Roberts, Carolyn

doi:10.1080/03098260305678

Cited by 53 publications

(42 citation statements)

References 6 publications

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“…However, the reflection construct is receiving considerable attention in a wide range of disciplines including social work (Dempsey et al, 2001;Fisher and Somerton, 2000), information systems (Mukherjee, 2004), earth sciences (Harrison et al, 2003), leadership development (Densten & Gray, 2001) and particularly in the areas of human resource development (Bourner, 2003;Corley & Eades, 2004;Maclellan, 2004;Van Woerkom, 2004;Van Woerkom et al, 2002) and health sciences (Biggs et al, 2001;Kember et al, 2000;Leung & Kember, 2003;Liimatainen et al, 2001). We examine this diverse literature base and blend it with emerging business education literature for the purpose of defining the reflection construct, identifying its dimensions and processes, and as input for further consideration of its measurement.…”

Section: Review Of Reflection Literature and Model Developmentmentioning

confidence: 99%

The Reflective Learning Continuum: Reflecting on Reflection

Peltier

Hay

Drago

2005

Journal of Marketing Education

182

207

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The importance of reflection to marketing educators is increasingly recognized. However, there is a lack of empirical research that considers reflection within the context of both the marketing and general business education literature. This article describes the use of an instrument that can be used to measure four identified levels of a reflection hierarchy: habitual action, understanding, reflection, and intensive reflection and two conditions for reflection: instructor-to-student interaction and student-to-student interaction. The authors also demonstrate the importance of reflective learning in predicting Graduates' perception of program quality. Although the focus was on assessment of MBA-level curricula, the findings have great importance to marketing education and educators.

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Section: Review Of Reflection Literature and Model Developmentmentioning

confidence: 99%

The Reflective Learning Continuum: Reflecting on Reflection

Peltier

Hay

Drago

2005

Journal of Marketing Education

182

207

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“…Several researchers have confirmed the importance of reflection and they stress that reflection is important in facilitating and contributing to learning (Schon, 1983;Boud and Walker, 1998;Harrison et al, 2003). In terms of reflective practice models, the concepts of single and double loop learning are also relevant (Argyris and Schön, 1978).…”

Section: Conceptual Background Learning In the Construction Industrymentioning

confidence: 99%

Method-based learning: a case in the asphalt construction industry

Bijleveld

Dorée

2014

Construction Management and Economics

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Traditional working practices in the construction industry rely heavily on the onsite experience and craftsmanship (the tacit knowledge) of operators and teams. This results in implicit learning and lengthy learning cycles. The aims of the research are to develop a deeper insight into construction processes and to instigate a change from current implicit learning to explicit method-based learning. To change to explicit method-based learning, Kolb's experiential learning model was introduced into current practices and 'explicating the process' was added to this learning cycle. Further 'reflective observation' and 'abstract conceptualization' were incorporated explicitly during an actual road construction project using feedback sessions with an asphalting team. The adopted learning framework was found to be applicable and useful in the quest for enhanced learning capabilities and improved process control. Fusing Kolb's learning model with onsite collected data was vital in explicating tacit knowledge and implicit processes. The approach enabled a meaningful discussion with operators to unravel their intentions and reasoning behind the chosen strategies. Explicit method-based learning, as here, leads to improved quality awareness, better understanding of the processes and their interdependencies, and improved communication with and within the asphalting team.

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“…This is rather similar to what Donald Schön (1983) calls reflection-in-action, a process he identifies as occurring across a range of professional practices (including psychotherapy, architecture, engineering and management). Schön's ideas have influenced educational theory and practice, and have been taken up in geography in higher education through such ideas as 'reflective learning' (see for example Harrison et al, 2003), which is characterized by a cycle of action, reflection and conceptualization. These ideas have informed my own approach to teaching reflexivity.…”

Section: Practising Reflexivitymentioning

confidence: 99%

Teaching Reflexivity: Undoing or Reinscribing Habits of Gender?

Bondi

2009

Journal of Geography in Higher Education

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This paper outlines an approach used in a course designed to teach reflexivity as a research skill and explores what kind of gender intervention such teaching might constitute. Although inspired by feminist debates about the complex power dynamics of research relationships, the course in question does not focus specifically on gender issues. Instead it draws attention to the complex, diverse and subtle negotiations that take place within research encounters, and explores how these might be analysed. Reflecting on this teaching, I suggest that it is double-edged, helping to unsettle or undo normative assumptions about gender but also contributing to processes of feminization in research practice through which habits of gender are reinscribed.

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Reflecting on Reflective Learning: The case of geography, earth and environmental sciences

Cited by 53 publications

References 6 publications

The Reflective Learning Continuum: Reflecting on Reflection

The Reflective Learning Continuum: Reflecting on Reflection

Method-based learning: a case in the asphalt construction industry

Teaching Reflexivity: Undoing or Reinscribing Habits of Gender?

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