TY - JOUR
T1 - Assessing reflective thinking in solving design problems
T2 - The development of a questionnaire
AU - Hong, Yi-Chun
AU - Choi, Ikseon
N1 - Publisher Copyright:
© 2014 British Educational Research Association.
PY - 2015/7/1
Y1 - 2015/7/1
N2 - Reflection is a critical factor in solving design problems. Using good methods to observe designers' reflection is essential to inform the design of the learning environments that support the development of design problem-solving skills. In this study, we have developed and validated a novel self-reporting questionnaire as an efficient instrument to explore reflection, called Assessing Reflective Thinking in Solving Design Problems (ARTiD). This questionnaire has been developed based on the three-dimensional model for reflective thinking: the timing, the objects and the levels of reflection. A total of 294 undergraduate and graduate students in the fields of engineering, computer science and instructional design were recruited to participate in one of four iterative, formative tests through which reliability and validity analyses were performed to revise and confirm the questionnaire. Examples of participants' reflection patterns were demonstrated to show the practical value of this questionnaire. In conclusion, the final version of ARTiD was presented as a valid instrument to explore students' reflection for research and educational practice. In addition, we found that ARTiD can be used as an effective learning tool to guide student designers' reflections toward better learning and performance.
AB - Reflection is a critical factor in solving design problems. Using good methods to observe designers' reflection is essential to inform the design of the learning environments that support the development of design problem-solving skills. In this study, we have developed and validated a novel self-reporting questionnaire as an efficient instrument to explore reflection, called Assessing Reflective Thinking in Solving Design Problems (ARTiD). This questionnaire has been developed based on the three-dimensional model for reflective thinking: the timing, the objects and the levels of reflection. A total of 294 undergraduate and graduate students in the fields of engineering, computer science and instructional design were recruited to participate in one of four iterative, formative tests through which reliability and validity analyses were performed to revise and confirm the questionnaire. Examples of participants' reflection patterns were demonstrated to show the practical value of this questionnaire. In conclusion, the final version of ARTiD was presented as a valid instrument to explore students' reflection for research and educational practice. In addition, we found that ARTiD can be used as an effective learning tool to guide student designers' reflections toward better learning and performance.
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U2 - 10.1111/bjet.12181
DO - 10.1111/bjet.12181
M3 - Article
AN - SCOPUS:84930479839
SN - 0007-1013
VL - 46
SP - 848
EP - 863
JO - British Journal of Educational Technology
JF - British Journal of Educational Technology
IS - 4
ER -