Supporting and understanding students’ collaborative reflection-in-action during design-based learning

Abstract

Design-Based Learning (DBL) is a pedagogical approach where learning is situated in the context of design activities that are typically carried out in groups. During collaborative design inquiry, reflection is of vital importance for learning from design experience. The paper presents a research-through-design study with the intention to generate knowledge on how to design for supporting reflection-in-action during design-based learning. This study addresses the research question: how can a media tool support a group of students in externalizing reflection while they are engaging in DBL? This paper describes the design and evaluation of ReflectionSchema, a tool intended to support reflection-in-action in such a learning environment. The tool offers visualized guidance for coordinating a group of students’ understanding of how they can combine reflecting with making design representations. The tool was trialed by 13 groups of students aged 12 to 13, who used the tool to record short reflection videos along their whole DBL process. We analyzed the efficacy of ReflectionSchema in terms of supporting collaborative reflection-in-action. Furthermore, we investigated the process of reflection-in-action during Design-based learning processes by examining the collaborative reflection patterns in the reflection videos that include the actions, roles, recording preference/style, and strategies employed. We discussed how these findings can inform the design of other reflection tools for similar settings.

Nurturing the Temporal Dynamic of Reflection Among Pre-Service Teachers: the Contribution of Peer Observation and Written Reflection

“…As Silva and Mesquita (2016) examined, in a longitudinal study of student coaches learning, the nature of assessment severely limits the opportunities for learners analyse themselves. When PSTs are asked to reflect-in-action as part of an evaluation, they tend to engage in false reflection or compensatory reflection at the end of the design process (Zhang et al, 2023), while others even fake their reflection to gain approval from their supervisors (Suphasri & Sumalee, 2021). In our findings, both pedagogical strategies did not have an evaluative character, but an inclusive and constructive perspective that enabled the PSTs to ongoingly re-examine themselves and their pedagogical intervention.…”

Analysis of Difficulties of Science Teachers in Jayapura City in Conducting Class Action Research

“…Selfreflection by Ospina & Medina (2020) participants (teachers, students, or school principals) for example in social situations (including education) to improve rationality and problems encountered. According to Darling-Hammond et al (2020), Classroom Action Research (CAR) is research conducted by Zhang et al (2023) teachers in their classes by planning, implementing, and reflecting on actions in a collaborative and participatory manner to improve their performance as teachers, so that student learning outcomes can increase . The basic principles of CAR are: Ongoing, CAR is a cyclical ongoing effort; Integral, CAR is an integral part of the context under study; Scientific, problem diagnosis based on real events; Motivation, from within the motivation to improve quality must grow from within the teacher; Scope, the problem is not limited to learning problems inside and outside the classroom.…”