성찰의 수준: 현미경, 혹은 쌍안경(IJSDL, 2013)

성찰의 수준: 현미경, 혹은 쌍안경(IJSDL, 2013)

LEVELS OF REFLECTION: THE MIRROR, THE MICROSCOPE, AND THE BINOCULARS

Tanya McCarthy

거울

The Mirror

Guided questions asked in the report to trigger a more reflective response were:

• What are my strengths and weaknesses?

• What surprised me about myself?

현미경

The Microscope

Guided questions asked in the report to trigger a more reflective response were:

• What did I do well?

• What do I need to improve?

• How have I improved from point A to point B?

쌍안경

The Binoculars

Guided questions asked in the report to trigger a more reflective response were:

• What are my goals for my future?

• What skills will help me in my university career and beyond?

Levels of Reflection in Self-Directed Learning

O’Malley and Chamot은 "메타인지적 접근을 하지 않는 학생은 방향을 잃은 것과 마찬가지이며, 자신의 진전과 성취, 미래에 나아갈 방향을 되짚어 볼 능력이 없는 것과 같다"라고 했다. Burnard와 Chapman에 따르면 자기성찰적 질문에는 주로 두 수준이 있다. 심층적 유의미한 질문과 피상적 문제해결이다. 학생들의 최종 보고서를 분석한 결과  자기주도학습에 대해서 깊은 수준의 성숙이 있었던 것이 확인되었다. 다양한 구조화된, 혹은 비구조화된 성찰 모델을 활용하여 학생들은 단순히 일어난 일을 기술하는 것이 아니라 적절하고 관련된 목표를 세우고, 활동 계획을 수립하고, 변화를 관찰하고, 변화를 모니터링하고, 일어난 사건을 해석하고, 다음에 무엇을 해야할지 이론을 세우고, 스스로의 발전을 평가하였다.

O’Malley and Chamot (1990) state, “students without metacognitive approaches are essentially learners without direction and ability to review their progress, accomplishments and future learning directions” (p. 99). According to Burnard and Chapman (1988), there are two main levels of reflective enquiry: deep and potentially meaningful inquiry and superficial problem solving. Analysis of students’ final reports showed a deeper level of maturity in students related to the progress made in their selfdirected learning. Incorporating various structured and unstructured modes of reflection in the course (as shown previously in Figure 1), encouraged students to go beyond a mere description of events (which was prevalent in the pilot course) to setting appropriate and relevant goals, planning an action, observing changes, monitoring progress, interpreting events, theorizing about what to do next, and evaluating their own progress (see Figure 5).

여러 연구문헌에서 정의한 '성찰'

Boud, Keogh and Walker (1985)

Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning (p. 19).

…Those intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings and appreciations (p. 19)

Dewey (1933) 

Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends, constitutes reflective thought (p. 9).

Schön (1983) 

The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation (p. 68).

Smith (2001)

The act of reflecting-on-action enables us to spend time exploring why we acted as we did, what was happening in a group and so on. In so doing we develop sets of questions and ideas about our activities and practice

Schunk and Zimmerman (1998)

Self-regulation theorists view learning as an open-ended process that requires cyclical activity on the part of the learner that occurs in three major phases: forethought, performance or volitional control, and self-reflection…self-reflection, involves processes that occur after learning efforts and influence a learner’s reactions to that experience (p. 2).

Jarvis (1987) 

Reflection is an essential phase in the learning process whereby people explore their experiences in a conscious manner in order to lead to a new understanding and, perhaps, a new behavior (p.168).

King (2002) 

Critical reflection is taken to mean a deliberate process when the candidate takes time, within the course of their work, to focus on their performance and think carefully about the thinking that led to particular actions, what happened and what they are learning from the experience, in order to inform what they might do in the future (p. 2).

York-Barr, Sommers, Ghore and Montie (2001)

It is a complex process that requires high levels of conscious thought as well as a commitment to making changes based on new understanding of how to practice (p.4).

Reflective practice is “a deliberate pause to assume an open perspective, to allow for higher level thinking processes. Practitioners use these processes for examining beliefs, goals, and practices, to gain new or deeper understandings that lead to actions that improve learning for students” (p.6).

Hatton &Smith (1995)

Deliberate thinking about action with a view to its improvement (p. 52).

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LEVELS OF REFLECTION: THE MIRROR, THE MICROSCOPE, AND THE BINOCULARS

Tanya McCarthy

Abstract

This paper analyzes the written reflections of 18 freshman students in a self-directed learning course. In the pilot course, it was found that the depth of students’ reflections was limited to mainly short answers or surface reflections. Students reported that they found it difficult to understand the concept of reflecting on learning. A new course that placed more emphasis on various levels of reflection was designed with the specific aim of helping students to reflect more deeply on their learning so that they could be more aware of why they were doing what they were doing and see their accomplishments. The course culminated in a final 500-word report in which the students were asked to reflect on what they learned about themselves (the mirror), strengths and weaknesses they identified in their learning (the microscope) and how this connected to their life outside the classroom and into the future (the binoculars).