Reflection in Problem Solving and Design
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 118, Issue 3
Abstract
This paper describes and discusses how the principles enunciated by Schon were applied in teaching a senior‐level course in problem solving and design. The main objective in teaching students to be reflective is to develop higher cognitive skills, enabling them to be independent and creative problem solvers. By providing students with an active learning environment, it is possible to introduce them to the control and regulation aspects of metacognition.The paper describes the problem solving and design process, and demonstrates how Schon's concepts are applied in a classroom situation for encouraging reflection. The effectiveness of this approach is evaluated through observations made by students as well as by the instructors. The effort needed to apply Schon's ideas are by no means easy. Probably, the most difficult part is in descending from the hard, high ground of the theorist to the messy, boggy swamp below of the practitioner. The results of the study demonstrate how stereotyped classroom instruction can be modified to develop reflection in action, thus enhancing the problem solving abilities of students.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 118 • Issue 3 • July 1992
Pages: 234 - 239
Copyright
Copyright © 1992 ASCE.
History
Published online: Jul 1, 1992
Published in print: Jul 1992
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