Abstract
Institutions of higher education are the starting point for students in pursuing lifelong autonomous careers. To become autonomous learners, they must make independent choices and decisions about the content of and strategy for learning. In this regard, reflection is an essential component of quality learning and the expression of such learning. In addition, it forms part of learning in which learners seek to understand new knowledge and relate it to previous knowledge. Intentional reflection in learning influences one’s involvement in the learning process, the interpretation of a task at hand, and strategies selected and adopted. This study analyzed a learning portfolio that continuously recorded the results of the reflection of students on their experiences, which was conducted in a leadership education program for first-year master’s students in the Graduate School of Engineering and Science. Based on the results of this analysis, the study conducted interviews with students who demonstrated positive behavior changes. To elucidate the mechanism of behavior, change through reflection, the study focused on the type of semantic environment and factors involved in each other to produce behavior change. On the basis of the results of the quantitative and qualitative analyses and of the literature review on reflection, we propose educational strategies for reflection that promote student growth.
Author Information
Tomoko Maruyama, Ehime University, Japan
Masahiro Inoue, Keio University, Japan
Paper Information
Conference: ACE2023
Stream: Teaching Experiences
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Maruyama T., & Inoue M. (2024) Pedagogical Strategies for Reflection That Promote Student Growth ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.31
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.31
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