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Mathematics subjects are important in engineering fields and have a significant effect on academic performance of engineering students. Some researchers recognized mathematics as a path for talented students to enter in engineering. It is also a factor of progress or failure of engineering students. The aim of present study is to investigate the trend of mathematics problem solving of engineering students with a reflective approach. A purposive sample was selected among the students of three engineering subjects which were civil, mechanical and electrical engineering of Bahonar University. The data was collected using interview sessions. It was a challenge in this research to explore the students’ solutions by using reflection during their mathematics problem solving. Applying reflection in investigating and discovering solutions of problem solving processes are studied. Some of findings indicates that reflection in three categories (reflection before action, reflection on action and reflection after action) has a positive effect on mathematics problem solving of engineering students and also it has improved the mathematics problem solving

Reflection is essential for professional competence development in every profession. Reflection- on- action (taking place a posteriori, when the task is already accomplished) and reflection- in -action (occurring while performing the task) are equally important to increasing one’s professionalism. Some evidence supports the effectiveness of promoting the former by using metacognitive prompts that encourage vocational education apprentices to reflect. However, it is unclear to what extent this approach is effective to promote their reflection- in -action, to increase the quality of their professional performance, and to establish a long-term attitude to reflect on-action . Using a thinking aloud technique, we asked 15 apprentice chefs to cook a recipe and video-recorded them. When finished, we asked them to complete a report that self-assessed their performance. Nine of them were accustomed to metacognitive prompts to reflect on their practice, the others not. The former group outperformed the latter in the quality of their reflection- in -action. Also, the quality of their performance, according to two experts’ assessment, was significantly better. Finally, their reflection- on -action was higher. Despite its limitations due to the small sample, the study represents a good premise to confirm the effectiveness of our pedagogical approach and transfer it to other initial vocational education professions.

Lifelong learning is an important but often implicit part of the job for instructional designers and educational technologists (ID/ETs). While literature discusses improving on-the-job learning experiences of others, relatively little has been written on the lifelong learning practices of ID/ETs. We interviewed 31 professionals to explore ID/ETs’ attitudes towards lifelong learning, motivation for seeking learning opportunities, and learning approaches. The Constant Comparative Method for Naturalistic Inquiry was used to analyze the transcripts. As predicted by heutagogy, the study of self-determined learning, participants demonstrated traits of capable learners who view learning as part of their job and use a range of approaches to plan and continuously reflect on their learning. We recommend that employers promote self-determined learning practices within their organization, and that educators prepare students to be self-determined learners. We further recommend that academia, practitioners, and students contribute to repositories of resources and examples to learn from each other.

Design for reflection in human-computer interaction (HCI) has evolved from focusing on an nd outcome-driven design subject towards exposing procedural or structural reflection characteristics. Although HCI research has recognized that an individual's reflection is a long-lasting, multi-layered process that can be supported by meaningful design, researchers have made few efforts to derive insights from a theoretical perspective about appropriate translation into end-user visual means. Therefore, we synthesize theoretical knowledge from reflective practice and learning and argue for a differentiation between time contexts of reflection that design needs to address differently. In an interdisciplinary design-science-research project in the mHealth nutrition promotion context, we developed theory-driven guidelines for “reflection-in-action” and “reflection-on-action”. Our final design guidelines emerged from prior demonstrations and a final utility evaluation with mockup artifacts in a laboratory experiment with 64 users. Our iterative design and the resulting design guidelines offer assistance for addressing reflection design by answering reflective practice’s respective contextual requirements. Based on our user study, we show that reflection in terms of “reflection- in-action” benefits from offering actionable choice criteria in an instant timeframe, while “reflection-on-action” profits from the structured classification of behavior-related criteria from a longer, still memorable timeframe.

Purpose Reflection is a key element in learning from experience, but the impact of most programmes of reflection on daily practice remains unclear. We investigated students’ perceptions of adding a daily written reflection assignment to a clinical rotation.Methods Third-year medical students on a single two-week rotation completed daily reflections alyzing their performance. Programme evaluation used a 33-question anonymized survey. Quantitative data were summarized and qualitative responses coded for recurring themes.Results Twenty-six students completed the survey (90 % response rate). Eighty-five percent of students felt that the daily reflections had a positive impact on their learning from clinical experience. Seventy-seven percent of students reported that the programme changed their awareness of their thoughts and actions, and 80 % felt that it improved their recall of experiences. A greater sense of mindfulness and focus on self-improvement were major themes that emerge from students’ descriptions of the role of daily reflections in their learning.Conclusion Overall, daily reflections demonstrated a positive learning influence. This exploratory study suggests students may benefit from more frequent, short reflections as opposed to more typically spaced reflective assignments.

More compassionate behavior should make both patients and their providers happier and healthier. Consequently, work to increase this behavior ought to be a major component of premedical and medical education. Interactions between doctors and patients are often less than fully compassionate owing to implicit biases against patients. Such biases adversely affect treatment, adherence, and health outcomes. For these reasons, we studied whether selecting and performing service-learning projects by teams of prospective medical students prompts them to write reflections exhibiting dissonance, self-examination, bias mitigation, dissonance reconciliation, and compassionate behavior. Not only did these students report changes in their behavior to become more compassionate, but their reflective capacity also grew in association with selecting and performing team service-learning projects. Components of reflective capacity, such as reflection-on-action and self-appraisal, correlated strongly with cognitive empathy (a component of compassion) in these students. Our results are, however, difficult to generalize to other universities and other preprofessional and professional healthcare programs. Hence, we encourage others to test further our hypothesis that provocative experiences foster frequent self-examination and more compassionate behavior by preprofessional and professional healthcare students, especially when teams of students are free to make their own meaning of, and build trust and psychological safety in, shared experiences.

Purpose This study aims to understand how practitioners use their insights in software development models to share experiences within and between organizations. Design/methodology/approach This is a qualitative study of practitioners in software development projects, in large-, medium- or small-size businesses. It analyzes interview material in three-step iterations to understand reflexive practice when using software development models. Findings The study shows how work processes are based on team members’ experiences and common views. This study highlights the challenges of organizational learning in system development projects. Current practice is unreflective, habitual and lacks systematic ways to address recurring problems and share information within and between organizations. Learning is episodic and sporadic. Knowledge from previous experience is individual not organizational. Originality/value Software development teams and organizations tend to learn about, and adopt, software development models episodically. This research expands understanding of how organizational learning takes place within and between organizations with practitioners who participate in teams. Learnings show the potential for further research to determine how new curriculums might be formed for teaching software development model improvements.

Introduction: Basic behavioral guidance (BBG) skills help in delivery of quality health care in pediatric dentistry. The complex nature of these skills, warrants analyzing actions performed. An appropriate scientific way to do this is by \"reflection.\" Hence, the present study was designed to introduce \"reflection of action\" as means for learning BBG skills by undergraduates in pediatric dentistry. Materials and Methods: Participants (dental undergraduate) performed oral prophylaxis (two visits) in pediatric patients (age 3-7 years) with application of BBG skills, under video recording. They were instructed regarding \"reflection on action.\" The learners then reviewed own videos and wrote reflections. Reflections were assessed on Boud's 4R framework and feedback was given by the faculty. Reflective writing was repeated for a second visit. Knowledge of the learners in using reflections for learning was assessed by retrospective pretest posttest questionnaire. Video recordings were scored for BBG skills. Acceptability of the intervention was addressed by satisfaction questionnaire. Results: There was a significant improvement in the knowledge of participants in using reflections for learning these skills. All participants were able to \"revisit\" (R1 level under Boud's 4R framework) patient encounter in their written reflections. Sixteen participants exhibited shift toward higher levels in the next visit. Video scores of learners also improved significantly over both visits. Students were satisfied with the content, delivery, and relevance of the new educational intervention. Conclusion: The strong need of improving BBG skills in pediatric dentistry was met by \"reflection on action.\" There was improvement in the knowledge of students in using reflections for learning and application of behavior guidance skills and was well accepted.

This experience report describes a research methodology workshop focused on the content analysis method articulated by Laurence Bardin. This data analysis workshop was taught at the Catholic University of Brasília, under the Pos-graduate Stricto Sensu Program in Education, and aimed to provide technical and critical research tools for master and PhD students. The present descriptive-reflective exercise is performed in light of the “reflection on action” of Doland Schön (2008), proposing to describe and examine the pedagogical practice of content analysis teaching. To this end, we intend to encourage the discussion on academic research skills and their guidance. Este relato de experiência descreve uma oficina de metodologia de pesquisa centrada no método de análise de conteúdo tal como articulado por Laurence Bardin. A oficina foi ministrada na Universidade Católica de Brasília, no âmbito do Programa de Pós-Graduação Stricto Sensu em Educação, e teve como objetivo fornecer ferramentas técnicas e críticas de análise de dados para alunos de mestrado e doutorado. O presente exercício descritivo-reflexivo é feito à luz da “reflexão sobre a ação” de Doland Schön (2008), propondo descrever e analisar a prática pedagógica do ensino de análise de conteúdo. Assim, tencionamos estimular a discussão sobre as competências da pesquisa acadêmica e do seu ensino. Este informe de experiencia describe un taller de metodología de investigación centrado en el método de análisis de contenido según lo articulado por Laurence Bardin. Este taller de análisis de datos se impartió en la Universidad Católica de Brasilia, en el marco del Programa de Posgrado Stricto Sensu en Educación, y tuvo como objetivo brindar herramientas de investigación técnica y crítica para estudiantes de maestría y doctorado. El presente ejercicio descriptivo-reflexivo se realiza a la luz de la “reflexión sobre la acción” de Doland Schön (2008), proponiendo describir y analizar la práctica pedagógica de la enseñanza del análisis de contenido. De esta manera, pretendemos fomentar el debate sobre las habilidades de investigación académica y su orientación.

PurposeThis paper aims to share reflections on a collaborative researcher development initiative in Malaysia – the Borneo Research Education Conference (BREC) series. Although the immediate focus is on graduate students, the intention is to trigger wider discussions of researcher development theory in the context of policy and practice in the region.Design/methodology/approachThe paper takes a reflection-on-action approach, reflecting on experience and sharing the lessons learned in a variety of contexts is vital for the development of this emerging field.FindingsIntroducing researcher development programs requires careful consideration of the social, institutional and practical contexts in which it takes place. Although transformation of the field is a long-term process, this process can start with small intentional practices.Research limitations/implicationsThe analyses and recommendations arising from the BREC experience are context-specific and therefore cannot be generalised. However, the paper offers guidance for other researcher development initiatives, especially in contexts where the field is not well established.Practical implicationsDeliberately designed practices, such as including a broad range of researchers and creating a safe space for active engagement in developmental activities, can have a positive impact on participant’s researcher identities, self-confidence and sense of belonging.Social implicationsPolicymakers are encouraged to consider a more inclusive notion of researcher development, focussing both on the product and the process of doctoral education.Originality/valueDocumenting and sharing reflections of a researcher development initiative in a “developing country” context allows for the comparing and contrasting of experiences in other settings.