Implementing Reflection in Technical Courses Conference Paper

abstract

• 2014 IEEE. Students do not necessarily learn from an experience, particularly if they do not think about it or do not take responsibility for it. Reflective learning is a mechanism to address this issue and has been demonstrated to aide in the development of critical thinking, self-awareness and analytical skills, all critical to engineering education. This paper presents the experiences of the authors in incorporating reflections into a range of analytical engineering courses, from undergraduate to graduate level. The reflections target specific activities as well as reflecting on the whole-course experience.

name of conference

• 2014 IEEE Frontiers in Education Conference (FIE) Proceedings

authors

• Barroso, Luciana

published proceedings

• 2014 IEEE FRONTIERS IN EDUCATION CONFERENCE (FIE)

author list (cited authors)

• Barroso, L. R., & Morgan, J.

citation count

• 1

complete list of authors

• Barroso, Luciana R||Morgan, Jim

publication date

• January 2014

publisher

• Institute of Electrical and Electronics Engineers (IEEE)  Publisher

published in

• Frontiers in Education Conference  Journal

keywords

• Critical Thinking
• Metacognition
• Student-centered Learning Reflection

Digital Object Identifier (DOI)

• 10.1109/fie.2014.7044225

start page

• 1

end page

• 6

volume

• 2015-February

issue

• February

URL

• http://dx.doi.org/10.1109/fie.2014.7044225

user-defined tag

• 4 Quality Education