Abstract
Supporting children’s reflection-in-action during Design-based Learning (DBL) processes can help them to make sense of their design activities and optimize their action on the spot. Earlier work has not examined the process in a way to inform the public on detailed design decisions for scaffolding. In addition, the social character of reflection-in-action is underappreciated in previous work. In this paper, we begin with building a conceptual framework. We identify four elements that define reflection-in-action: surprising event, knowing-in-action, improvisation to respond to surprise, effects on ongoing action. We describe a qualitative study that examined how these elements manifested themselves during a collaborative DBL workshop with 9 children. Our study uncovered six types of reflective discourses and shows how these on-the-spot reflections can affect subsequent group behaviors. Based on our results, we discuss the social process of reflection-in-action, the problems revealed and the requirements to design technological reflection scaffolds in a collaborative DBL context.
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Acknowledgments
We thank all the teachers and the children from the Heerbeeck College in Eindhoven. We thank Rong-Rong and Luc for helping with the transcripts and the data analysis. The first author gratefully acknowledge the grant given by the China Scholarship Council (CSC).
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Zhang, Z., Bekker, T., Markopoulos, P., Brok, P.d. (2020). Children’s Reflection-in-Action During Collaborative Design-Based Learning. In: Auer, M., Tsiatsos, T. (eds) The Challenges of the Digital Transformation in Education. ICL 2018. Advances in Intelligent Systems and Computing, vol 916. Springer, Cham. https://doi.org/10.1007/978-3-030-11932-4_73
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DOI: https://doi.org/10.1007/978-3-030-11932-4_73
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