Abstract
There is wide agreement in the literature that “reflection” is a critical component of turning experience into learning. Reflection lies at the heart of experience-based learning, and in the absence of reflection, experiences remain experiences, and the full potential for learning will not come to fruition. This chapter is developed from the seminal studies of Kolb and Schön grounded in antecedent work of Dewey, Lewin and Piaget. Despite consensus regarding its importance, there is little practical guidance for teachers and students on how to carry out the process of reflection. To address this situation, two strategies are proposed. First, the chapter provides a novel pedagogical suggestion on embedding the habit of reflection-in-action in teaching practice through regular use of agile development methodologies. Second, a checklist and questionnaire are developed to provide a structured mechanism to assist both the teacher and student to engage in reflection while learning the art of design and innovation. The instrument was developed from engagement with the psychology literature and the action research literature.
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Costello, G.J. (2020). The Principle of Reflection. In: The Teaching of Design and Innovation. Contemporary Issues in Technology Education. Springer, Cham. https://doi.org/10.1007/978-3-030-41380-4_5
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