I intertwined myself with the PLAYTrack group for the first time in 2017, when I joined as a Research Assistant to support Katrin Heimann's explorations into micro-phenomenology with ducks.
Since then I was fortunate to gain a PhD Fellowship with the Didactics programme at DPU (Danmarks institut for Pædagogik og Uddannelse) and am now focussing my research on the relationship between reflection and learning.
To date, research on reflection in the educational field has been dominated by a search for a working framework describing the multidimensional processes involved in reflective thinking. Although “reflective thinking” has been identified as a key skill to be gained from an educational programme, current theories of reflection are mostly built on non-empirical findings and neglect more recent developments within the fields of cognitive science (e.g. meta-cognition).
In light of these challenges, I set my PhD project to address this predicament by identifying reliable and objective measures of reflection. Thereby I aim to evaluate the degree to which students can and do reflect on their learning outcomes and how this knowledge could be used to improve current curricular.
I hereby focus on a two-track approach:
Importantly by looking at reflection from both a theoretical and empirical perspective, I aim to overcome the existing barriers in reflection research. Namely, the absence of an overarching integrative model of reflection, where practice informs theory and theory informs practice.
