A critical review of the use of the concept of reflection in Higher Education
This paper considers the various definitions of reflection and its role in learning. It suggests two approaches take to the use of reflection in education. Soft approaches that highlight reflection as important in learning and activities may be suggested to students to improve their learning. Hard approaches have more techniques to train people to reflect effectively. The paper considers issues and problems with both approaches and the implications for educational practice.
Source: BEST conference, April 2002
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