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In 1933, John Dewey described five with phases or aspects of reflective thought: In between, as states of thinking, are (1) suggestions, in which the mind leaps forward to a possible solution; (2) an intellectualization of the difficulty or perplexity that has been felt (directly experienced) into a problem to be solved, a question for which the answer must be sought; (3) the use of one ...
Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. [28] Five patterns of knowing are incorporated into the guided reflection: the aesthetic, personal, ethical, empirical and reflexive aspects of the situation. Johns' model is comprehensive and allows for reflection that touches on many important ...
Reflective learning is a form of education in which the student reflects upon their learning experiences. A theory about reflective learning cites it as an intentional and complex process that recognizes the role of social context and experience. [ 1 ]
Ignatian learning cannot stop at experience. It would lack the component of reflection where meaning and significance arise, and where integration of that meaning translates into competence, conscience and compassion. [6]: 49 The student considers what the material means to him or her, and personally appropriates it.
Reflective writing helps students to develop a better understanding of their goals. Reflective writing is regularly used in academic settings, as it helps students think about how they think and allows students to think beyond the scope of the literal meaning of their writing or thinking. [8] In other words, it is a form of metacognition ...
As such it helped crystallize Johns' (1995) framework for reflective investigation to develop reflective practice. [ 4 ] The typology has been seen as leading a reaction against over-emphasis on just empirically derived knowledge, so called "scientific nursing", by emphasising that attitudes and actions that are perhaps more personal and more ...
Reflection allows students to "compare their own problem-solving processes with those of an expert, another student, and ultimately, an internal cognitive model of expertise" (p. 483). [1] A technique for reflection would be examining the past performances of both an expert and a novice, and highlighting similarities and differences.
Visible learning is a meta-study that analyzes effect sizes of measurable influences on learning outcomes in educational settings. [1] It was published by John Hattie in 2008 and draws upon results from 815 other Meta-analyses.