Departmental Bulletin Paper <研究ノート>リフレクションのプロセス・モデルの検討 --Schönの省察的実践論とEngeströmの探究的学習モデルの縫合--
<Research Notes>The Process Model of Reflection in Experiential Learning: Integrating Schön's Reflective Practice Theory and Engeström's Investigative Learning Process Model

河井, 亨

23pp.59 - 68 , 2017-12-01 , 京都大学高等教育研究開発推進センター
This study examines the process model for reflection in experiential learning. Previous research explained the process of experiential learning and the four steps thereof: namely, concrete experience, reflective observation, abstract conceptualization, and active experiment. This study revealed that previous models of reflection lacked a general principle and causal mechanism. This deficiency is caused by the separation of action and reflection. Schön proposed the concept of reflection-in-action beyond the dichotomy of action and reflection. Engeström constructed a process model about investigative learning, which includes a general principle—the dialectic between the abstract and specific—and the causal mechanism of contradiction. This study reconstructs the process model for reflection, integrating Schön's reflective practice theory and Engeström's investigative learning model. It includes the following points. It begins with surprise from unintended and ill-defined consequences, and then repetitively undergoes externalization, orientation, and internalization until the practitioner achieves a satisfying consequence. Finally, it accompanies motivation and meta-cognitive processes such as critique and control. Further research will analyze learners' reflection based on this process model as an analytical framework. It will also develop instructional design for facilitating and enabling reflection as a self-regulating process.

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