Journal articles on the topic 'Reflective tasks'
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Fitriati, Fitriati, Rita Novita, and Rahmah Johar. "EXPLORING THE USEFULNESS OF RICH MATHEMATICAL TASKS TO ENHANCE STUDENTS’ REFLECTIVE THINKING." Jurnal Cakrawala Pendidikan 39, no. 2 (June 12, 2020): 346–58. http://dx.doi.org/10.21831/cp.v39i2.24047.
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Promoting reflective thinking in daily teaching practice is vital to prepare students to live in a more challenging world. Rich tasks are one of the promising tasks that could be used as pedagogy trend to develop students' reflective thinking. Therefore, the purpose of this study is to describe the usefulness of rich mathematical tasks including how teachers use them in their teaching practice and the improvement of students’ reflective thinking following the rich tasks based instruction. This study employed a teaching experiment within a case study design. Participants were 28 Year 7 students of one the junior high school in Aceh, Indonesia. The instrument of the study is three valid and reliable rich mathematical tasks administered to the students through student worksheet. The results of the study show that rich tasks provided students with the opportunity to solve real-world problems by questioning their understanding and thinking reflectively. It also found that most students in the classroom were able to achieve the low level of reflective thinking with classroom mean score is 60. This value fairly enough since reflective thinking is a complicated concept. Subsequently, the results indicate the rich mathematical tasks approach hold potential in enhancing students’ reflective thinking ability.
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Kolysheva, Tatyana A., and Tatyana I. Blaginina. "Professional and Personal Reflexion of a Teacher-Musician: An Operational Component." Musical Art and Education 8, no. 3 (2020): 82–102. http://dx.doi.org/10.31862//2309-1428-2020-8-3-82-102.
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The article deals with the specificity of professional reflection of the future music teacher in the light of the development of the ideas by E. B. Abdullin. The accumulation of one’s own experience of entering the world of music, the art of teaching, its comprehension and analysis allow a thoughtful student to look at the process of musical education through the eyes of students, their parents, that is, to take the reflective position of a teacher-researcher. The search for ways and means of solving professionally significant tasks requires a music teacher to think reflectively, understand the actions of his students and colleagues, and penetrate their feelings and thoughts. The importance of reflection in solving problem situations, pedagogical tasks, in mastering critical thinking by a future music teacher is substantiated. The conceptual foundations for professional reflection development of a future teacher-musician have been worked out, the structure of reflective analysis and the conditions for the effectiveness of its development by students have been revealed. The techniques and methods of preparing future bachelors and masters of music education for professional reflection in the process of studying at a university, during school practice, in various types of independent, research work of students are considered. The authors have adapted special reflexive techniques (artistic-pedagogical tasks, search games, storytelling, reflective life story, musical reflection, reflective analysis, interviews, pedagogical essays, creative portfolio). The article analyzes the experience of Dutch specialists, the author’s methods of foreign researchers (ALACT – model, “Wall”, “Arrows”, “Visiting card”, a system of reflective questions, etc.). Adapted for use by students in music lessons in the course of pedagogical practice, they become effective means for introspection, self-assessment of the activities of future bachelors / masters of music education. Based on the material of autobiographies and interviews of great musicians-performers, actual problems of music education, ways of spiritually reflexive entry into the world of art and artistic creation are analyzed.
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Mansour Almusharraf, Asma. "Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations." Arab World English Journal 11, no. 4 (December 15, 2020): 547–64. http://dx.doi.org/10.24093/awej/vol11no4.35.
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This study examined the effect of utilizing e-portfolio reflection-enhancing tasks in a practicum course on developing student teachers' level of reflection. It sought to answer how engaging EFL student teachers in writing a teaching philosophy and peer observation affect their understanding of and appreciation for reflective practice and its influence on developing their reflection level and teaching performance. A mixed-methods study design was implemented where both quantitative and qualitative data were collected within this study. Eight female Saudi student teachers enrolled in a teacher education program at a public university in Saudi Arabia participated in this study while completing an 11-week teaching practicum course at a public secondary school in Riyadh. Each participant was tasked with completing a teaching philosophy and six peer observations with other participants within the study. Each task was analyzed for its reflection level based on a rubric developed by El- Okda (2009). Data were also collected through a semi-structured interview with each of the participants. This study demonstrated that while the participants struggled throughout the practicum to develop a cogent teaching philosophy, their level of reflection for the peer observation tasks improved throughout the teaching practice. Their enthusiasm for these tasks and the process of reflection itself was very positive. The results of this study will help teacher educators to create an informative account of reflection in teaching practice programs in ways that encourage reflective practice among student teachers. Future research could continue to explore more reflective tasks that encourage reflection among student teachers.
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Viafara, John Jairo. "The Design of Reflective Tasks for the Preparation of Student Teachers." Colombian Applied Linguistics Journal, no. 7 (April 4, 2011): 53. http://dx.doi.org/10.14483/22487085.165.
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The preparation of student-teachers to face the beginning in their profession requires from us, teacher educators, enriching discussions to share what we know and to build more solid grounds in our area. On the following pages, I describe how, in the specific context of a public university, I have designed and implemented a set of tasks within a reflective framework to support student- teachersʼ learning in their practicum. In this regard, a detailed explanation of how journal writing, conferences, focused reflection on tasks and responses to observation notes is included. Likewise, the experience of a student teacher working with tasks to solve a difficulty in the practicum, contributes to illustrate how reflective exercises support her development.
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Oner, Diler, and Emine Adadan. "Use of Web-Based Portfolios as Tools for Reflection in Preservice Teacher Education." Journal of Teacher Education 62, no. 5 (November 2011): 477–92. http://dx.doi.org/10.1177/0022487111416123.
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This mixed-methods study examined the use of web-based portfolios for developing preservice teachers’ reflective skills. Building on the work of previous research, the authors proposed a set of reflection-based tasks to enrich preservice teachers’ internship experiences. Their purpose was to identify (a) whether preservice teachers demonstrated evidence of reflective thinking throughout a semester and, if so, the types of reflective thinking indicators; (b) whether there was an increase in the number of high-level reflective indicators over time; and (c) the role of the web-based portfolio construction, as perceived by the participants, in developing reflective skills. The findings suggested that preservice teachers demonstrated high- and low-level reflective skills throughout a semester. There was a statistically significant improvement in the number of high-level reflective indicators in the second reflection task compared with the first. In addition, the web-based platform was perceived by participants as a medium that enabled easy access and the development of better portfolio artifacts.
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Reilly, Anne H. "Using Reflective Practice to Support Management Student Learning: Three Brief Assignments." Management Teaching Review 3, no. 2 (July 14, 2017): 129–47. http://dx.doi.org/10.1177/2379298117719686.
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Reflective practice supports critical thinking and assessment skills through analyzing one’s own life experiences, and the role of reflection in learning has been long recognized. However, drawbacks of many reflective practice assignments are their broad scope and lengthy written requirements. I propose that the reflection process is robust enough to support management student learning through short written tasks as well. Three examples of brief reflective assignments are presented suitable for management educators teaching undergraduate, graduate, or non-credit learners: (1) writing an organizational story, (2) a reflection about learning from adversity, and (3) a goal-oriented personal change. Learning outcomes and student responses have been positive, and the assignments have also been an insightful teaching experience for the instructor.
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Payant, Caroline. "Incorporating Video-Mediated Reflective Tasks in MATESOL Programs." TESL Canada Journal 31, no. 2 (November 2, 2014): 1. http://dx.doi.org/10.18806/tesl.v31i2.1174.
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Unlike the observed trends in general teacher education, the use of videos as a re-flective tool with preservice English as a Second Language (ESL) teachers remains underexplored in MATESOL (Master of Arts in Teaching English to Speakers of Other Languages) programs. The present qualitative study examined how 5 non- native-speaking preservice teachers used the videos of their own microteaching performances to mediate their reflective practices. The results from the qualitative analysis of the participants’ post-microteaching reflective reports showed that they used videos to explore their professional and non-native identities, practical knowledge base, and pedagogical knowledge base. The results are discussed with respect to their implications for educational practice with preservice ESL teachers.Contrairement aux tendances générales observées dans la formation des en- seignants, l’emploi des vidéos comme outils de réflexion lors de la formation d’enseignants d’anglais langue seconde (ALS) n’a pas fait l’objet d’étude dans le cadre des programmes de maitrise en enseignement de l’anglais aux apprenants étrangers (MATESOL). L’étude qualitative présente porte sur l’emploi qu’ont fait 5 enseignants de langue maternelle étrangère en formation de vidéos de leur microenseignement comme outils d’intervention auprès de leurs pratiques réflex- ives. Les résultats de l’analyse qualitative des rapports réflexifs rédigés par les participants après leur microenseignement indiquent qu’ils se servent des vidéos pour explorer leurs identités comme professionnels et locuteurs étrangers, ainsi que leur base de connaissances pratiques et pédagogiques. On discute des résultats par rapport à leur incidence sur la pratique éducative des enseignants d’ALS en formation.
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Tomkova, Anna. "Preparation of Reflective Teachers (Analyses of the Final Reflective and Self-Reflective Tasks Written by Students of Teaching Profession)." Studia Edukacyjne 31 (2014): 323–38. http://dx.doi.org/10.14746/se.2014.31.18.
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Yeum, Sungjun. "Reflective Tasks for the Universalization of the Korean Communitarianism." Studies of Korean & Chinese Humanities 58 (March 31, 2018): 155–78. http://dx.doi.org/10.26528/kochih.2018.58.155.
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Nagai, Noriko. "Consciousness raising tasks: Developing learners’ reflective attitude toward plurilingualism." Language Learning in Higher Education 10, no. 1 (July 31, 2020): 245–58. http://dx.doi.org/10.1515/cercles-2020-2014.
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AbstractThis report proposes a number of tasks which help learners become more aware of how their feelings are moulded in their L1 and notice crosslinguistic similarities and differences between their L1 and a target language. The proposed tasks are motivated by findings in the crosslinguistic influence literature and a study that investigated Japanese learners’ perception of crosslinguistic similarities and differences between English and Japanese passives. Japanese has two types of passives, while English has only one. Although the two types of Japanese passives share some properties, they have distinctive functions; one type is mainly used to express adversative feelings of the speaker towards the event a sentence describes, while the other is much the same as the English passive. The study results indicate that half of the subjects perceive crosslinguistic similarities yet avoid using the construction and the other half incorrectly assume similarities which do not exist in reality. The proposed tasks attempt to develop learners’ metalinguistic ability through analysing Japanese and English passives and to facilitate learners’ awareness of crosslinguistic similarities and differences in the passive constructions.
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Seier, Markus. "The Intuition of Punishment: A Study of Fairness Preferences and Cognitive Ability." Games 11, no. 2 (May 7, 2020): 21. http://dx.doi.org/10.3390/g11020021.
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Can differences in cognitive reflection explain other-regarding behavior? To test this, I use the three-item Cognitive Reflection Task to classify individuals as intuitive or reflective and correlate this measure with choices in three games that each subject participates in. The main sample consists of 236 individuals who completed the dictator game, ultimatum game and a third-party punishment task. Subjects afterwards completed the three-item Cognitive Reflection Test. Results showed that intuitive individuals acted more prosocially in all social dilemma tasks. These individuals were more likely to serve as a norm enforcer and third-party punish a selfish act in the dictator game. Reflective individuals were found more likely to act consistently in a self-interested manner across the three games.
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Anna Filipi. "Embedding Reflective Practice in a Feedback Focused Assessment Design in a Master of TESOL Program." English as a Foreign Language International Journal 26, no. 4 (July 1, 2022): 30–53. http://dx.doi.org/10.56498/3672642022.
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This study reports findings about an assessment design, with embedded reflective practices tied to feedback, and its capacity to enable conceptual change for professional learning in a Master of TESOL in Australia. The assessment design was initially developed to respond to the lack of supervised field experience. The majority of students in the course were future teachers of EFL in Asia. The study used Gunstone and Northfield’s (1994/2007) phases in conceptual change in combination with Farrell’s (2018) stages of reflection and assessment as its theoretical framing. Data gathered from past and current students included interviews, unsolicited student emails and posts, and extracts from a final assessment task. Findings suggest that the embedding of reflective practices develops reflection for professional learning beyond the course. However, the assessment tasks need to be designed with a specific set of design features for real conceptual change to occur. They need to: 1) be centrally focused on interaction; 2) recognize the need for students to gain from the diverse experiences and backgrounds of peers through collaborative, real world assessment tasks that also develop their professional English language; 3) explicitly model and make reflection a criterion for assessment; 4) permit professional and personal application of learning beyond the course through optional opportunities such as presenting at professional conferences so that collegial mentoring can continue; and 5) allow students to develop a (digital) professional portfolio in which they collate the completed assessment tasks and activities to present at interviews.
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Witkowska, Magdalena. "Portfolio jako narzędzie kształcenia refleksyjności przyszłych nauczycieli języków obcych." Neofilolog, no. 51/1 (January 8, 2019): 75–88. http://dx.doi.org/10.14746/n.2018.51.1.6.
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Being a reflective teacher is a highly appreciated quality of a good teacher. Reflection is considered to be essential in the job of teaching since it prompts to modify and improve the process of teaching and learning. As experts suggest reflective skills can be practiced and developed due to various teacher education models, programs and techniques. One of the techniques is a teacher portfolio that can consist of many tasks provoking teachers and teacher-trainees to reflect on their teaching. This article presents some research on the content of English teacher-trainees’ reflection and their metareflection. The research outcome provides some knowledge of what they reflect upon, if they do at all, and whether they perceive reflectionas valuable in the process of learning teaching.
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Ramadhanti, Dina, A. Syukur Ghazali, Muakibatul Hasanah, Titik Harsiati, and Diyan Permata Yanda. "The Use of Reflective Journal as a Tool for Monitoring of Metacognition Growth in Writing." International Journal of Emerging Technologies in Learning (iJET) 15, no. 11 (June 12, 2020): 162. http://dx.doi.org/10.3991/ijet.v15i11.11939.
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Reflective journals are used as a technique of self-reflection in the learning process. By integrating the process of metacognition, a reflective journal guideline was developed to knowing students' metacognition growth in writing. The reflective journal guidelines are designed in the form of self-questioning to make it easier for students to express their metacognition processes during their writing assignments. The metacognition process consists of three, namely awareness, evaluation, and regulation. The reflective journal guidelines that were compiled was given to 50 students. Before writing a reflective journal, students are asked to work on the task of writing explanatory texts. Students monitor the metacognition growth of while writing the explanatory text using reflective journal guidelines. Research findings show that reflective journal guidelines can be used to monitor the growth of students' metacognition in writing. Both students who are used to writing and who are not accustomed to writing can express their writing experience by answering questions in the reflective journal guidelines. This finding also shows that teachers must always encourage students to always write reflective journals in order to monitor metacognition growth in writing, ranging from raising awareness about knowledge and task completion efforts, monitoring the quality of the results obtained, and fostering the habit of planning, setting goals, and apply certain strategies in completing tasks. Students who are used to writing reflective journals in the learning process will be able to develop their writing skills and will become independent learners.
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Rosey, Florence, Jean Keller, and Eveline Golomer. "Impulsive-reflective attitude, behavioural inhibition and motor skills: Are they linked?" International Journal of Behavioral Development 34, no. 6 (July 5, 2010): 511–20. http://dx.doi.org/10.1177/0165025409361009.
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The present study aims to examine whether the inhibitory processes and impulsive-cognitive style can influence the emergence of coordination level among 61 children aged 3 to 5 years. Luria’s tapping tasks, Day—Night tasks, Hand—Candle tasks, Go—NoGo tasks and the Trail Making Tests of Reitan, all involving inhibitory processes, were conducted. The reflective attitude of children was determined with Kagan’s Matching Familiar Figures Test. The performances of unipedal stance, overarm throw and hopping were recorded for each child. The results showed that the inhibition task performances were correlated with coordination level for the three motor skills for the 3—4-year-olds children only. More specifically, the non-verbal inhibition was more a coordination level predictor than the verbal or delayed inhibition.
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Keller, Jean, and Hubert Ripoll. "Stability of reflective–impulsive style in coincidence–anticipation motor tasks." Learning and Individual Differences 14, no. 4 (January 2004): 209–18. http://dx.doi.org/10.1016/j.lindif.2004.02.004.
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Haji Seyed Abolghasem, Fatemeh, Juliana Othman, and Shanina Sharatol Ahmad Shah. "ENHANCED LEARNING: THE HIDDEN ART OF REFLECTIVE JOURNAL WRITING AMONG MALAYSIAN PRE-REGISTERED STUDENT NURSES." Journal of Nusantara Studies (JONUS) 5, no. 1 (January 30, 2020): 54–79. http://dx.doi.org/10.24200/jonus.vol5iss1pp54-79.
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Background and Purpose: Although the impact of reflective journal writing (RJW) on enhanced learning has a long history, studies on this pedagogical tool for enhanced learning are never exhausted. This study attempts to highlight enhanced self-directed learning through the use of reflective journal (RJ) among Malaysian diploma nursing students.
Methodology: For this study, eight purposefully selected pre-registered student nurses (PRSN) from a public college contributed over 54 reflective journal entries over two months. Through a qualitative content analysis, the journals were analyzed using a model devised by Mezirow (1990) that was previously used by Kember (1999), Chirema (2007), and Kear (2013) to identify the students’ levels of reflection of content/descriptive, process/practical, and premise/critical reflection resembling Transformative Learning Theory (TLT).
Findings: The findings suggested that RJ helps learners become in control of themselves from the early stage of a clinical environment. They expressed their appreciation towards collaborations and are grateful to be able to express their feelings and emotions of “fears” and “trust”. Further, they indicated their mindfulness to appreciate their levels of knowledge and skills through reflection upon the nursing tasks as they make themselves ready to be a future nurse. Furthermore, it was highlighted that feeling competent and being able to work independently and to make sound decisions would not be realized if they could not think critically from the initial stage of clinical environment.
Contributions: This research confirms that PRSN become more self-directed and highly motivated to develop critical thinking to dispose for their better lifelong learning through the use of reflective journals.
Keywords: Content reflection, levels of reflection, premise reflection, process reflection, reflective journal writing.
Cite as: Seyed Abolghasem, F., Othman, J., & Ahmad Shah, S. S. (2020). Enhanced learning: The hidden art of reflective journal writing among Malaysian pre-registered student nurses. Journal of Nusantara Studies, 5(1), 54-79. http://dx.doi.org/10.24200/jonus.vol5iss1pp54-79
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Stephenson, Alison. "Troubling Teaching." Australasian Journal of Early Childhood 31, no. 1 (March 2006): 51–56. http://dx.doi.org/10.1177/183693910603100108.
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In our early childhood teacher education program the young child is positioned as a competent and resourceful participant in his/her own learning. Reflection on this image led me to recognise that some aspects of tertiary institutions mean students themselves can be positioned as less empowered learners. As a result of this recognition, new methods of learning/teaching have been employed in a course that focuses on extending students' teaching practices and their skills in reflecting in an attempt to reposition students as co-constructors of their own knowledge. Strategies used over the past four years include student participation in decisions about content and assessment criteria; cooperative group-work; jigsaw reading tasks; weekly reflective journals; and audio taping transcribing and reflecting on my own teaching. In order to include a student perspective, students' comments on the process from end-of-course evaluations are included.
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Yilmaz, Gamze, and Leah LeFebvre. "The Effects of Self-Awareness and Self-Reflective Writing on Online Task Performance." International Journal of Cyber Behavior, Psychology and Learning 6, no. 2 (April 2016): 39–55. http://dx.doi.org/10.4018/ijcbpl.2016040103.
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This study examined self-awareness and self-reflective writing effects on performance in an online task environment. Participants (N = 98) were randomly assigned to one of four conditions: self-awareness (private vs. public) and self-reflection (reflection vs. no-reflection). They were instructed to complete two successive online survival tasks that required analytical thinking and problem-solving skills. Findings demonstrated that participants in the private self-awareness condition performed better after writing a self-reflection than the no self-reflection condition. However, participants in the public self-awareness condition performed worse in the second task upon completion of their self-reflection compared with those that did not write a self-reflection. Additionally, a post-hoc linguistic analysis of the self-reflections illustrated that high-performers discussed their task completion using more cognitively complex language compared to low-performers.
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Buherko, Yaroslava. "REFLECTIVE CHARACTER OF EDUCATIONAL ACTIVITY AS A VALUABLE FACTOR IN THE PROFESSIONAL FORMATION OF A MODERN SPECIALIST." PSYCHOLOGICAL JOURNAL 8, no. 2 (February 28, 2022): 39–54. http://dx.doi.org/10.31108/1.2022.8.2.4.
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The article examines the axiological aspects of the reflective activity of students of higher education institutions. It is shown that the formation of the future specialist's ability to reflective analyzes and make sense of his actions, deeds, qualities, and the desire for personal and professional self-improvement is a valuable reference point for higher education. The development of reflective abilities and competencies of students does not happen automatically but requires purposeful cultivation through the creation of a reflectively enriched environment in the educational space. It is shown that the reflective environment of higher education institutions is a means of social and professional development and formation of a future specialist and, at the same time, an important resource for improving the quality of educational services. Parity equality, educational cooperation and collaboration, and reflective teacher-student interaction create the most favorable opportunities for the individual's internal liberation, self-realization, social maturity, and individual value growth. The created model of the reflective educational environment of the higher education institution allowed to organize the educational process of training psychologists-masters in such a way as to take into account the individual hierarchical system of the needs of a specific student, to create the necessary conditions for their transformation into life goals aimed at personal, value-meaningful, professional development and self-development of the participants of the educational interaction. The methodical tools and methods that most effectively help to "launch" the reflective mechanism of students' educational activity are determined: the performance of academic tasks that involve reflection and are aimed at self-analysis of educational activities, the use of reflective technologies, interactive forms of organizing educational interaction, reflective workshops, seminars, active implementation dialogue forms of educational activity. The result is the development of reflective competence of students - the ability to enter into an active research position regarding their activity and themselves as its subject. Four stages of the formation of reflective competence in students are distinguished: 1) the formation of the need for reflection, 2) the experience of the student's reflective activity, 3) the development of the ability to reflect exit, the ability to take a reflective position, 4) the use of reflective practices of meaningful and valuable attitude to the environment The close relationship between the formation of professional reflection and the process of professional self-determination of a young person is indicated. A reflective assessment of one's achievements and difficulties while studying at a higher education institution helps the student to make sense of and rethink his knowledge, norms, values, and worldview principles with the requirements of professional activity and, thus, to adjust his ideas about the chosen profession and outline the path of self-development in the format of the selected life trajectory. The specific experience of organizing a reflectively enriched educational environment in the education of master's students in the specialty 053-Psychology is analyzed, and its effectiveness in the development of reflective abilities of students is shown with the help of several diagnostic methods. The results of the diagnostics prove an increase in indicators of internal motivation (IM) of master's students due to a decrease in indicators of external positive motivation (EPM) and external negative motivation (ENM) and a change in the ratio of the motivational complex: from a satisfactory level, which corresponds to the formula EPM > IM > ENM to a sufficient level with the balance of the motivational complex IM > EPM > ENM and VM = EPM > ENM (methodology by K. Zamfir modified by A. O. Rean). Determination of thinking reflectivity according to the method of O.S. Anisimov shows a significant increase in the number of students with a high level of this quality (from 13.3% of students at the beginning of studies to 26.7% at the end of studies) and a decrease of students with a low level (from 26.7 % to 6.6%). Analogous dynamics of the level of development of personal reflexivity of master's students was recorded by the method of A. V. Karpov and V. V. Ponomareva. Our study showed that the reflective activity of students is determined by external (goals, content, technologies, means of educational activities) and internal (search for personal meanings and values of one's activity) factors.
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Tremblay, Marie‐Laurence, Jimmie Leppink, Gilles Leclerc, Jan‐Joost Rethans, and Diana H. J. M. Dolmans. "Simulation‐based education for novices: complex learning tasks promote reflective practice." Medical Education 53, no. 4 (November 15, 2018): 380–89. http://dx.doi.org/10.1111/medu.13748.
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Leatham, Keith R., and Diane S. Hill. "Exploring Our Complex Math Identities." Mathematics Teaching in the Middle School 16, no. 4 (November 2010): 224–31. http://dx.doi.org/10.5951/mtms.16.4.0224.
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Mazilov, Vladimir A., Yuriy N. Slepko, and Artem A. Kostrigin. "Development of reflective abilities of students – future primary school teachers." Perspectives of Science and Education 57, no. 3 (July 1, 2022): 470–85. http://dx.doi.org/10.32744/pse.2022.3.27.
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Introduction. The problem of the development of reflexive abilities in the process of professional training of a teacher is relevant in view of the formation of the student's subjective position as one of the significant results of learning at a university. Of particular research interest is the study of the influence of the development of professional intelligence on the reflective abilities of students – future elementary school teachers. The purpose of the article is to assess the impact of the process of vocational training on the development of reflective and cognitive abilities of students – future primary school teachers. Materials and methods. The sample of the study consisted of 104 students of the Pedagogical University studying in the field of "Primary Education". Reflective abilities were assessed by the test of reflection of V.D. Shadrikov, S.S. Kurginyan. Intellectual abilities were measured using R. Amthauer intelligence structure test. The data were analyzed by methods of primary descriptive statistics, non-parametric U-Mann-Whitney comparison test, linear and rank correlation methods of r-Pearson and r-Spearman. The results of the study. The partial nature of the development of the parameters of reflection of activity has been established, which is manifested in the fact that different tasks of vocational training require the intensification of individual reflexive abilities. The beginning of vocational training (1st year) is associated with a more intense reflection of motivation and goal setting, which is explained by the need to correlate expectations with the real conditions of study at a university; inclusion in a long and intensive pedagogical practice (3rd year) actualizes the reflection of the subject and subjective conditions of activity, as well as ways to solve pedagogical situations. A contradiction was found between the growth in the level of intellectual abilities during the learning process and the decrease in the reflection of educational and professional activities – about 80% of significant correlations between the parameters of intelligence and reflection are negative. This indicates both the specifics of the professional training of a primary school teacher and the need to reduce the volume of reproductive work in the process of educational and professional activities. Conclusion. The results of the study are of great practical importance for organizing and improving the process of professional training of students – future primary school teachers. The strategy for the formation of reflexive abilities should be non-linear, taking into account not only the individual characteristics of the student, but also the specifics of the tasks solved at different stages of professional training.
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Almusharraf, Asma Mansour. "Effect of E-Portfolio-Based Reflection-Enhancing Tasks on Female Saudi Student Teachers’ Development of Reflective Practice With Respect to Lesson Planning and Teacher Research." International Journal of Linguistics 11, no. 4 (August 7, 2019): 150. http://dx.doi.org/10.5296/ijl.v11i4.15342.
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This study was an attempt to develop student teachers’ level of reflection as a result of having a blended teaching practice course. More specifically, its aim was to develop their reflection and performance by having them engage in certain reflection-enhancing tasks in an online e-portfolio during the practicum. To achieve this goal, the study was conducted using 8 student teachers in a practicum course offered at Imam Mohammed ibn Saud Islamic University. This study addressed the research question: How does engaging EFL student teachers in e-portfolio-based reflection-enhancing tasks affect their level of reflection as it pertains to lesson planning and teacher research? El-Okda’s (2009) rubric for assessing reflection was used to evaluate the participants’ reflection-enhancing tasks using descriptive statistics. The findings of this study suggest that the participants understood and learned to reflect through participation in reflection-enhancing tasks with respect to lesson planning and teacher research. The recommendation that a reflection component with a framework of assessment should be incorporated into teaching methods courses and teacher preparation programs is presented.
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Kündig, Patrizia, Franziska Tschan, Norbert K. Semmer, Camille Morgenthaler, Jasmin Zimmermann, Eliane Holzer, Simon Andreas Huber, Sabina Hunziker, and Stephan Marsch. "More than experience: a post-task reflection intervention among team members enhances performance in student teams confronted with a simulated resuscitation task—a prospective randomised trial." BMJ Simulation and Technology Enhanced Learning 6, no. 2 (January 19, 2019): 81–86. http://dx.doi.org/10.1136/bmjstel-2018-000395.
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BackgroundTeams that regularly step back from action and deliberately reflect on their performance and strategies show higher performance. Ad hoc emergency teams with changing team composition cannot develop such habits but may engage in short postaction reflection to discuss shortcomings of past performance and potential adaptations of their strategies for future similar tasks. This study aimed to test the effect of a short postaction self-led reflective team briefing on resuscitation performance in a simulator setting in terms of three performance parameters: hands-on time, coordination between chest compression and ventilation, and defibrillation.MethodsWe performed a randomised controlled trial including 56 ad hoc formed teams of three fourth-year medical students each. All groups performed a resuscitation task, followed by a self-guided reflective briefing, based on a general instruction (n=28 teams), or an unrelated discussion session (control condition; n=29), followed by a second resuscitation task in the same team composition.ResultsAdjusted for performance in the first task, teams in the reflection condition showed higher performance gain in the second resuscitation than teams in the control condition (6.21 percentage points (95% CI 1.31 to 11.10, p<0.001)) for basic hands-on performance; 15.0 percentage points (95% CI 2 to 28, p<0.001) for coordinative performance but non-significantly lower performance for defibrillation (−9%, 95% CI −27% to –9%, p=0.312).ConclusionEven very short self-led postaction reflective briefings enhance basic resuscitation performance in ad hoc groups but may not influence more complex aspects of the task. We recommend including short self-led team debriefings as part of simulator training.
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Zuckerman, Galina A. "I Know What I Do Not Know: Toward the Reflective Elementary Classroom." Journal of Cognitive Education and Psychology 17, no. 3 (October 1, 2018): 260–77. http://dx.doi.org/10.1891/1945-8959.17.3.260.
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Mastering the ability for learning to learn is the most ambitious goal of modern educators. A distinction is made between two relatively independent components of this expertise: (a) the reflective component of the learning to learn ability that allows a person comprehend what knowledge and skills he or she lacks to act in the new situation; (b) the search component of the learning to learn ability that allows the learner to find the missing knowledge and appropriate it. The article deals with the reflective component of the ability to learn and the method to develop it within the El'konin–Davydov system of school education. This system has grown from the hypothesis that reflective thinking belongs to the zone of proximal development of children starting school. Within this system, psychological tools are developed for fostering those reflective potentials of the human mind that are left neglected or even suppressed under the school system prevailing today. Psychological and educational means of developing reflection in class are illustrated through the clinical analysis of dialogs on a math lesson in the first grade. The developmental outcomes of the El'konin–Davydov educational system are exemplified using the cases of tasks with missing data. By the diagnostical assessment of the forth graders, we have confirmed that when the content of education is radically changed, the reflective components of the ability to learn can be successfully developed as early as in the elementary school.
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Motallebzadeh, Khalil, and Farideh Samadi. "The Effect of Using Online Collaborative Tasks on Incidental Vocabulary Learning of Impulsive vs. Reflective Iranian EFL Learners." International Journal of Applied Linguistics and English Literature 6, no. 6 (September 1, 2017): 127. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.127.
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Incidental vocabulary learning is one of the most significant sources of learning vocabulary for language learners )Laufer & Hulstjin, 2001). This study endeavored to investigate the effect of using online collaborative tasks on incidental vocabulary learning of impulsive vs. reflective Iranian EFL learners. To this end, Nelson vocabulary proficiency test was administered to 100 Iranian EFL learners as the homogeneity test and the pretest. Using random sampling procedure, 75 learners were selected as the main participants for this study. Kember, McKay, Sinclair and Wong (2008) reflective thinking questionnaire was administered to these learners, based on which they were distinguished based on their cognitive thinking styles, i.e., impulsivity and reflectivity. The participants were homogenously distributed into 3 main groups (impulsive experimental group, reflective experimental group, and the control group). All participants went through 4 weeks of treatment. Experimental groups were conducted using Telegram software and the control group was conducted in a classroom. The results of t-test after 4 weeks of treatment revealed that reflective learners benefited from online collaborative groups with regard to incidental vocabulary learning. The findings of the study are discussed in light of previous research.
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Wang, Liqing. "Critical Thinking Sub-Skills in English Debate." Theory and Practice in Language Studies 11, no. 12 (December 2, 2021): 1630–35. http://dx.doi.org/10.17507/tpls.1112.15.
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Incorporating the existing theoretical models of critical thinking (CT) with empirical data analysis, this paper proposes an analytical framework for English debate in a Chinese EFL context. The framework divides the core tasks of debate into four stages: information assessment, argumentation, presentation, and reflection. Each stage requires different CT skills and sub-skills. After analyzing the 24 students’ debating and subsequent reflective practice, this paper discusses the key points and difficulties in developing CT skills in the process of English debate and tries to explore the operable teaching methods.
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Imbir, Kamil K., and Maria T. Jarymowicz. "The Effect of Automatic vs. Reflective Emotions on Cognitive Control in Antisaccade Tasks and the Emotional Stroop Test." Polish Psychological Bulletin 44, no. 2 (June 1, 2013): 137–46. http://dx.doi.org/10.2478/ppb-2013-0016.
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Abstract The article presents two studies based on the assumption that the effectiveness of cognitive control depends on the subject’s type of emotional state. Inhibitory control is taken into account, as the basic determinant of the antisaccade reactions and the emotional Stroop effect. The studies deal with differentiation of emotions on the basis of their origin: automatic (due to primary affective reactions) vs. reflective (due to deliberative evaluation). According to the main assumption, automatic emotions are diffusive, and decrease the effectiveness of cognitive control. The hypothesis predicted that performance level of both the Antisaccade Task and the Emotional Stroop Test would be lower in the automaticemotion eliciting condition than in the reflective-emotion eliciting condition. In two experimental studies, positive and negative (automatic vs. reflective) emotions were elicited. The results support the predictions, regardless of the valence of emotions.
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Jayasinghe, Harshani, Camille E. Short, Annette Braunack-Mayer, Ashley Merkin, and Clare Hume. "Evidence Regarding Automatic Processing Computerized Tasks Designed For Health Interventions in Real-World Settings Among Adults: Systematic Scoping Review." Journal of Medical Internet Research 22, no. 7 (July 29, 2020): e17915. http://dx.doi.org/10.2196/17915.
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Background Dual process theories propose that the brain uses 2 types of thinking to influence behavior: automatic processing and reflective processing. Automatic processing is fast, immediate, nonconscious, and unintentional, whereas reflective processing focuses on logical reasoning, and it is slow, step by step, and intentional. Most digital psychological health interventions tend to solely target the reflective system, although the automatic processing pathway can have strong influences on behavior. Laboratory-based research has highlighted that automatic processing tasks can create behavior change; however, there are substantial gaps in the field on the design, implementation, and delivery of automatic processing tasks in real-world settings. It is important to identify and summarize the existing literature in this area to inform the translation of laboratory-based research to real-world settings. Objective This scoping review aims to explore the effectiveness of automatic training tasks, types of training tasks commonly used, mode of delivery, and impacts of gamification on automatic processing tasks designed for digital psychological health interventions in real-world settings among adults. Methods The scoping review methodology proposed by Arskey and O’Malley and Colquhoun was applied. A scoping review was chosen because of the novelty of the digital automatic processing field and to encompass a broad review of the existing evidence base. Electronic databases and gray literature databases were searched with the search terms “automatic processing,” “computerised technologies,” “health intervention,” “real-world,” and “adults” and synonyms of these words. The search was up to date until September 2018. A manual search was also completed on the reference lists of the included studies. Results A total of 14 studies met all inclusion criteria. There was a wide variety of health conditions targeted, with the most prevalent being alcohol abuse followed by social anxiety. Attention bias modification tasks were the most prevalent type of automatic processing task, and the majority of tasks were most commonly delivered over the web via a personal computer. Of the 14 studies included in the review, 8 demonstrated significant changes to automatic processes and 4 demonstrated significant behavioral changes as a result of changed automatic processes. Conclusions This is the first review to synthesize the evidence on automatic processing tasks in real-world settings targeting adults. This review has highlighted promising, albeit limited, research demonstrating that automatic processing tasks may be used effectively in a real-world setting to influence behavior change.
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Powling, Rosie, Manveer Kaur, Kaanan Butor-Bhavsar, Michelle Miles, Catherine Atnas, Jemeela Hutchfield, Helena Kaliniecka, and Naomi Spokes. "Embarking upon clinical psychology training: Our relationship to change within a learning group context." Clinical Psychology Forum 1, no. 230 (February 2012): 49–53. http://dx.doi.org/10.53841/bpscpf.2012.1.230.49.
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This article explores our relationship to change as trainee clinical psychologists commencing training. We offer some reflections about the first year of clinical psychology training and highlight the benefits of reflective group tasks.
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Zaretsky, V. K., and I. A. Nikolaevskaia. "Situation and Vector Analysis of Cognitive and Personality Development of Students in the Process of Overcoming Learning Difficulties." Cultural-Historical Psychology 16, no. 1 (2020): 35–48. http://dx.doi.org/10.17759/chp.2020160104.
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During reflective-activity approach counseling sessions with students aimed at helping them overcome difficulties, there often occurs a phenomena of ‘explosive dynamics’ when significant qualitative changes happen, both in the cognitive and personality spheres. The multi-dimensional model of the zone of proximal development proposed in the reflective-activity approach makes it possible to theoretically substantiate and describe the mechanism of cognitive and personality development in the process of overcoming learning difficulties. While working out the parameters for analyzing the dynamics of cognitive and personality development of students, the following three main tasks had to be solved: 1) how to analyse the process of joint work of the student and the counselor to reconstruct the structural-dynamic picture of qualitative cognitive and personality changes from the session transcript (speech production); 2) how to show the dynamics of learning through the subject matter of the tasks, the dynamics of cognitive and personality lines of development; 3) how to capture the connection between psychotherapeutic and pedagogical help and positive qualitative cognitive and personality changes. We thus developed a method based on the principles and methods of speech production analysis in creative task solving which is considered an equivalent of learning difficulties. The paper discusses an example of the analysis of counselor-student interaction based on the developed method. which illustrates the ‘reflection’ dynamics that occurs during one session.
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Smirnova, Elena. "PEDAGOGICAL REFLECTION AS A METHOD OF PROFESSIONALLY-ORIENTED FORMATION OF SOCIO-CULTURAL COMPETENCE AT FUTURE FOREIGN LANGUAGE TEACHER TRAINING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 326. http://dx.doi.org/10.17770/sie2020vol2.4939.
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The language policy focus on multilingualism and multicultural education necessitated to train a foreign language teacher who is able to teach students efficient cooperation in multilingual and multicultural environment. Young teachers face into difficulties when passing from the social role of a student to the social role of a teacher, so far as language training at university is to a greater extent subject-related rather than professionally-oriented. The main goal of the paper is to view vocational training peculiarities of future foreign language teachers from the perspective of socio-cultural approach. The article presents professionally-oriented ways of socio-cultural competence formation of a future teacher at a practical foreign language lesson. The author proves that the decisive condition to ensure the professional direction of socio-cultural competence formation is pedagogical reflection, which makes it possible to get students involved in the reflective development of the inner space of their future professional activity. The proposed system of tasks is aimed to involve students in the reflective analysis of their own strategies how to learn a foreign culture, their functional role in the process of education and, on the other hand, to make sense of the teacher’s performance and the professional relevance of the educational process. As the way of evidence of the proposed tasks efficiency, the observation results on students at teaching practice and school teachers’ survey data are given.
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Klinteberg, Britt Af, Sten E. Levander, and Daisy Schalling. "Cognitive Sex Differences: Speed and Problem-Solving Strategies on Computerized Neuropsychological Tasks." Perceptual and Motor Skills 65, no. 3 (December 1987): 683–97. http://dx.doi.org/10.2466/pms.1987.65.3.683.
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Skill, strategy, and laterality measures obtained through computerized neuropsychological tasks, a reaction time (RT) test, and a visuospatial problem-solving test, the Perceptual Maze Test, were analyzed in relation to sex and handedness of 56 high-school students. Boys were significantly faster than girls on most RT subtasks (including a response-inhibition task) and made more two-choice RT response errors for right-sided stimuli, which may be interpreted as resulting from a less cautious strategy. In maze performance, boys were superior to girls. An analysis of separate phases of the maze-solution process suggested that boys preferentially used an impulsive-global strategy. Girls, using a more reflective-sequential task-solving strategy, were significantly slower, without hitting more targets. Compared to all other groups, left-handed girls (strongly left-handed) had lower performance on maze tasks with no target information, particularly in left-sided solution pathways. Results were interpreted as reflecting differences in hemispheric competence and activation patterns between the sexes. Signs of a less differentiated lateralization and slight dysfunction of visuospatial skills in the left-handed girls were discussed.
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Navarro, Ester, Sara Anne Goring, and Andrew R. A. Conway. "The Relationship between Theory of Mind and Intelligence: A Formative g Approach." Journal of Intelligence 9, no. 1 (February 19, 2021): 11. http://dx.doi.org/10.3390/jintelligence9010011.
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Theory of Mind (ToM) is the ability understand that other people’s mental states may be different from one’s own. Psychometric models have shown that individual differences in ToM can largely be attributed to general intelligence (g) (Coyle et al. 2018). Most psychometric models specify g as a reflective latent variable, which is interpreted as a general ability that plays a causal role in a broad range of cognitive tasks, including ToM tasks. However, an alternative approach is to specify g as a formative latent variable, that is, an overall index of cognitive ability that does not represent a psychological attribute (Kovacs and Conway 2016). Here we consider a formative g approach to the relationship between ToM and intelligence. First, we conducted an SEM with reflective g to test the hypothesis that ToM is largely accounted for by a general ability. Next, we conducted a model with formative g to determine whether the relationship between ToM and intelligence is influenced by domain-specific tasks. Finally, we conducted a redundancy analysis to examine the contribution of each g variable. Results suggest that the relationship between ToM and intelligence in this study was influenced by language-based tasks, rather than solely a general ability.
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Czajka, Ewa. "ANALIZA UMIEJĘTNOŚCI REFLEKSYJNYCH PRZYSZŁYCH NAUCZYCIELI JĘZYKA ANGIELSKIEGO." Neofilolog 1, no. 43/1 (September 4, 2019): 55–65. http://dx.doi.org/10.14746/n.2014.43.1.5.
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The fact that a successful language instructor has to be a reflective practitioner is undeniable. However, observations made during teacher training courses reveal trainees’ reluctance to self-evaluate their conduct and poorly-developed reflective thinking skills. In an attempt to aid the future teachers’ progress in this area, a series of written tasks was introduced during a course. These included: self-evaluation of one’s strengths and weaknesses, pre and post-microteaching reflections. The analysis of these narratives provides an insight into the trainees’ self-evaluation processes and demonstrates a gradual progress in their abilities from descriptive to productive reflective thinking. Thus the results seem to confirm the positive influence of the intervention.
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Nelumbu, Lucia. "Evaluation of the reflective practice programme." International Journal of Medicine 3, no. 2 (October 6, 2015): 103. http://dx.doi.org/10.14419/ijm.v3i2.5259.
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<p>It was obvious that the developed programme would be evaluated after the implementation process. The programme was evaluated after four months of implementation on the application of the content of the programme. The researcher organised a focus group discussion for the registered nurses in order to gain information regarding the implementation of the developed programme. The participants were invited on basis of their participation in the previous implementation and training workshop of the reflective practice programme. The participants concluded that this is an effective and fruitful approach for all health providers, which is helping them to identify their mistakes and to reflect on their daily practice in order to make improvements. This approach assists them on how to set priorities and assign tasks to other colleagues to work as a team. Moreover this programme helped the registered nurses to know how to assist the patients even when they did not call for help and also to realize the need to attend to the patients’ calls immediately. This programme also drew the attention of the registered nurses to the necessity of treating patients as human beings.</p>
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Oh, Hye Mi, Jee Hyun Park, and Oh Nam Kwon. "An Analysis of Pre-Service Teachers' Reflective Thinking for Tasks on Polar Coordinates." Research in Mathematical Education 17, no. 2 (June 30, 2013): 119–31. http://dx.doi.org/10.7468/jksmed.2013.17.2.119.
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Nietfeld, John, and Anton Bosma. "Examining the self-regulation of impulsive and reflective response styles on academic tasks." Journal of Research in Personality 37, no. 3 (June 2003): 118–40. http://dx.doi.org/10.1016/s0092-6566(02)00564-0.
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Rasheed-Karim, Walifa. "Interests, Gender Differences, Impulsivity and Reflectivity among Year Three Pupils in London (U.K.) Schools." International Journal of Childhood Education 1, no. 1 (December 30, 2020): 1–12. http://dx.doi.org/10.33422/ijce.v1i1.9.
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The achievement of year 3 pupils in the classroom may be influenced by how they are taught familiar topics. That is, it is suggested that pupils may develop interests such as hobbies which are related to academic studies at school. It is therefore hypothesised that the extent to which year 3 pupils are interested in school subjects is a major factor contributing to performances in terms of time taken to complete tasks, errors made during completion and the type of strategies pupils use for successful completion of tasks. The extent to which pupils make errors and the time it takes to complete matching tasks of interest, is used as an indicator of how ‘reflective or impulsive’ pupils are, and this has implications for academic achievement. Thirty girls and thirty boys, (7-8 years old) were recruited for a study across five primary schools in a London Borough (England, U.K.). Interest and lack of interest in things was elicited using an interview and simple matching tasks were used to establish performance on tasks of interest and disinterest. Boys generally made slightly more errors than girls and were quicker when making matches. Girls used ordered strategies to make matches compared with random/global strategies for boys. The implications for this research are: - training of pupils to problem-solve using appropriate strategies; establishing ways of developing students’ subject interests and encouraging teachers to find ways of using suitable styles for individual students’ needs who are either reflective or impulsive.
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Bao, Dat, and Yongde Ye. "Investigating Learner Silent and Verbal Responses to Tasks." International Journal of Language Teaching and Education 4, no. 1 (July 31, 2020): 61–72. http://dx.doi.org/10.22437/ijolte.v4i1.10469.
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This article reports a study on EFL/ESL learner perceptions of classroom tasks with reference to verbal or non-verbal participation, that is, how much speech and silence would be employed in response to a rage of task types. Data were collected from 260 learners from Indonesia and the Philippines. The article begins by explaining why silence and speech are the focus of the discussion. Secondly, it shares the literature review on how silence works in language learning and why it deserves a place in classroom teaching. Thirdly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.
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Majcher-Legawiec, Urszula. "Reflective Practice as a Manifestation of Intercultural Competences in the Work of Teachers." Studia Migracyjne – Przegląd Polonijny 47, no. 4 (182) (December 31, 2021): 239–50. http://dx.doi.org/10.4467/25444972smpp.21.061.14814.
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The article is a form of pedeutological reflection embedded in the context of a new professional and social situation that requires teachers and other school employees to quickly adapt to changes and add new social, intercultural and advanced digital competences. The author argues that certain workshop shortcomings will not have a significant impact on the education process, if the teacher retains the ability to flexibly reflect on their actions and approach their tasks. The effectiveness of didactic activities in a culturally and linguistically heterogeneous class will not only depend on the teacher’s skills, but also on how reflectively the teacher approaches their work.
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BURNARD, PAMELA, and GARY SPRUCE. "Editorial." British Journal of Music Education 26, no. 2 (June 3, 2009): 115–16. http://dx.doi.org/10.1017/s0265051709008389.
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In this issue, we witness different ways in which to illuminate the changing relationship between music education research and practice and how that relationship is understood. In studies drawn from as far as afield as Belgium, USA, Canada, and including the UK, authors locate current debates about practice within a range of theoretical frames of reference (including Foucalt, Marx, Piaget, Vygotsky) and relate their work to a range of contested areas. The articles move between self-reflection (in rehearsal contexts) to teacher reflection (on teaching composing and movement) to reflective research techniques which look at how children make sense of their musical listening through figurative representations or musical mapping tasks. We are also invited to consider afresh Orff and Kodaly from critical theorist standpoints.
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Jude, Julia. "Seselelame: Reflective team approach to practice." Journal of Practice Teaching and Learning 14, no. 1 (March 23, 2016): 73–87. http://dx.doi.org/10.1921/jpts.v14i1.885.
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Abstract: This paper focuses on an awareness of self through the integration of Seselelame Reflective Team Approach to Practice (SRTAP), a model I develop that was adapted from Anderson’s systemic reflective team approach. An understanding of how SRTAP enhances the quality of practice of social workers is explored. Approaching this task from a practice-based standpoint I draw from my experience and practice. I explore how the concept of SRTAP was embedded in a local social work context; I explain and illustrate the value of bringing forth an awareness of self through the use of feeling in the body to practice, inviting an appreciation of the value of practical wisdom through SRTAP.The narratives of practitioners offer examples of the effectiveness of the SRTAP on casework (that is, tasks involving plans or ideas, solving problems or making decisions). I discuss conditions, rationale and guidance needed to achieve and sustain the benefits of SRTAP.Taking feedback from practitioners, my experience and observation I suggest that SRTAP creates a blend between intuitive and analytical ways of being in practice, contributing practice competence through an exploration of self as a resource when dealing with complex relational dynamics. When I use the word ‘self’ in this paper, I refer to felt responses in terms of feelings in the body.
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Bekbayeva, Zhanar Sabyrovna, Temir Tlekovich Galiyev, Nazymgul Albytova, Zhazira Meirhanovna Zhazykbayeva, and Assem Bolatbekovna Mussatayeva. "Fostering post-secondary vocational students’ critical thinking through multi-level tasks in learning environments." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 397–406. http://dx.doi.org/10.18844/wjet.v13i3.5948.
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In today’s labour market, being competitive requires, in addition to technical skills, several twenty-first-century career competencies, including the capacity to think critically. Although the literature on teaching methods designed for enhancing students’ reflective thinking abounds, the contribution of special tasks with varying complexity to learners’ critical thinking capacity, to our knowledge, has not been earlier investigated. Hence, the present investigation sought to investigate the effect of multi-level critical thinking activities introduced into classes on the critical thinking level of post-secondary vocational students. This cross-sectional study employed the Starkey Critical Thinking Test adapted for the Russian-speaking population in order to measure critical thinking level in a sample (n = 218) of vocational students. Results showed that among students whose classes were complemented by critical thinking tasks, almost half of subjects with low and test scores eventually shifted to a medium scoring cohort. Eleven learners who were medium scorers at the beginning gained high-level results at the end point. Meanwhile, only a small percentage of those no-treatment participants with initially low performance on the critical thinking test eventually moved into the medium level, as well as from the latter into a high achievement category. The independent two-tailed t-test revealed a significant difference between posttest scores observed in control and intervention groups. It can be therefore suggested that critical analysis of thought-provoking materials with subsequent class presentation and discussion can provide catalytic conditions for developing learners’ reflective thinking abilities. It was recommended that future studies using similar intervention should involve a larger sample and deal with qualitative data to extend the research and increase its validity.
Keywords: Education; higher-order thinking; reflective thinking; vocational students.
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Ribeiro, Laura Gonçalves, Olli J. Suominen, Ahmed Durmush, Sari Peltonen, Emilio Ruiz Morales, and Atanas Gotchev. "Retro-Reflective-Marker-Aided Target Pose Estimation in a Safety-Critical Environment." Applied Sciences 11, no. 1 (December 22, 2020): 3. http://dx.doi.org/10.3390/app11010003.
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Visual technologies have an indispensable role in safety-critical applications, where tasks must often be performed through teleoperation. Due to the lack of stereoscopic and motion parallax depth cues in conventional images, alignment tasks pose a significant challenge to remote operation. In this context, machine vision can provide mission-critical information to augment the operator’s perception. In this paper, we propose a retro-reflector marker-based teleoperation aid to be used in hostile remote handling environments. The system computes the remote manipulator’s position with respect to the target using a set of one or two low-resolution cameras attached to its wrist. We develop an end-to-end pipeline of calibration, marker detection, and pose estimation, and extensively study the performance of the overall system. The results demonstrate that we have successfully engineered a retro-reflective marker from materials that can withstand the extreme temperature and radiation levels of the environment. Furthermore, we demonstrate that the proposed maker-based approach provides robust and reliable estimates and significantly outperforms a previous stereo-matching-based approach, even with a single camera.
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Byra, Mark. "Postlesson Conferencing Strategies and Preservice Teachers’ Reflective Practices." Journal of Teaching in Physical Education 16, no. 1 (October 1996): 48–65. http://dx.doi.org/10.1123/jtpe.16.1.48.
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The purpose of this study was to describe the effect of two postlesson conferencing strategies on preservice teachers’ reflective practices. Fourteen PETE majors each taught three 30-minute lessons to classes of 9 to 13 learners. After each lesson, the preservice teachers conferenced with a trained supervisor under either a directive approach (teacher tell-student listen) or a collaborative approach (student tell–teacher listen/question). The participants then completed two written tasks, a significant event task, and a video-commentary task. In the collaborative approach, the preservice teachers expanded the scope of their reflections to encompass the technical skills of teaching and critical issues related to teaching and schooling. For the video-commentary assignment, the main focus of both groups’ responses was on technical aspects of teaching, and for the significant event assignment, the focus of the responses was on technical, situational, and sensitizing issues of teaching.
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Usacheva, O. V. "Professional Orientation of a Teacher of Foreign Languages Using Reflective Activities." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 4(78) (2020): 158–62. http://dx.doi.org/10.17277/voprosy.2020.04.pp.158-162.
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The problem of the formation of a foreign language communicative competence remains relevant in teaching foreign languages. The relationship between the teacher and the student is of great importance in the educational process, namely, the positions of cooperation, co-creation, and synergy of the result from teamwork. Within the framework of such training, activity tasks are highlighted. To ensure an effective educational process, it is necessary to teach students reflective activities, which leads to a better understanding of problems in the educational process. Therefore, reflective activities that contribute to the analysis of interaction and ensure the design of teamwork have been developed.
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Barkhuizen, Gary, and Phil Benson. "Narrative reflective writing: "It got easier as I went along"." Revista Brasileira de Linguística Aplicada 8, no. 2 (2008): 383–400. http://dx.doi.org/10.1590/s1984-63982008000200006.
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It has been argued that narrative is a natural way of making sense of experience and that it has a particular value in fostering teachers' reflective thinking. This paper looks at these arguments critically through a study of teachers' responses to narrative writing tasks in coursework. The study focuses on the teachers' perceptions of their enjoyment, anxieties, confidence and understanding in relation to narrative writing before and after the coursework. Findings tentatively indicate that narrative writing did come naturally to most of the teachers but that their responses became more positive as they developed experience in narrative writing within a supportive environment.
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Farr, Fiona, and Elaine Riordan. "Students’ engagement in reflective tasks: an investigation of interactive and non-interactive discourse corpora." Classroom Discourse 3, no. 2 (November 2012): 129–46. http://dx.doi.org/10.1080/19463014.2012.716622.
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