Evidence
In this section there are several sources of information and evidence that support the relevance of reflection as a strategy that integrates knowledge, content and experiences that arise from the execution of a service project.
What is reflection in simple words?
Reflecting involves thinking about what is happening in the world, about our experiences, about the experiences of others, about our role in society, etc. and when we reflect, we confront all these thoughts with our knowledge, having the possibility of problematizing them, of questioning what is right or wrong, why the need we are addressing in this course exists, what this service experience means, what I can do as a professional to face this reality… among many other things.
What is the importance of reflection?
The challenge of doing reflection activities in service-learning courses and generating a strategy is that students ask themselves the right questions, those that allow them to problematize their experience and, in turn, put their thoughts into words, order them and materialize them. This gives way to the intellectual understanding of the activities carried out during the implementation of the R&S project (Brockbank & McGill, 2002).
Does reflection have an impact on learning?
Reflective processes have been shown to be effective in promoting meaningful learning by enabling students to relate new learning to that which is already established in their cognitive structure (Ausubel, 2003). Therefore, reflection is understood as the basis for updating knowledge.
What is the theory behind reflection?
One of the theories that helps to better understand the process of reflection is Kolb’s (1984) experiential learning cycle. The cycle begins with a concrete experience (C.E.), where the learner builds on an initial experience or action. Then there will be a moment to reflect on the activity he/she has performed, generating a critical analysis of his/her own practice (O.R.). Then, an abstract conceptualization (C.A.) is made, where observations are applied and integrated with other sources of information to signify the experience. Finally, an active experimentation (A.E.) is carried out, taking into account the implications of their work and possible solutions to problems, formulating hypotheses or action strategies that can again be tested in concrete experience (Pacheco, 2003).
How important is it to plan a reflection strategy?
Planning a strategy makes sense because it is the one that encompasses services, skills and learning that are developed during the course. A strategy goes beyond planning a reflective activity; it is about thinking about the before, during and after of the service, so that the service signifies the experience, as well as the discipline or career in which the students are involved. To plan a reflection strategy, various activities can be used to support each of the Service Learning moments.