Find

Institut for Kommunikation og Kultur

What FabLearn talks about when talking about reflection - A systematic literature review

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Review › Forskning › peer review

Standard

What FabLearn talks about when talking about reflection - A systematic literature review. / Baykal, Gokce Elif; Van Mechelen, Maarten; Wagner, Marie-Louise et al.

I: International Journal of Child - Computer Interaction, Bind 28, 100256, 06.2021.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Review › Forskning › peer review

Vancouver

Baykal GE, Van Mechelen M, Wagner M-L, Eriksson E. What FabLearn talks about when talking about reflection - A systematic literature review. International Journal of Child - Computer Interaction. 2021 jun.;28:100256. doi: 10.1016/j.ijcci.2021.100256

Author

Baykal, Gokce Elif ; Van Mechelen, Maarten ; Wagner, Marie-Louise et al. / What FabLearn talks about when talking about reflection - A systematic literature review. I: International Journal of Child - Computer Interaction. 2021 ; Bind 28.

Bibtex

@article{6be32f12611c450da19901d1d0fc3ffd,

title = "What FabLearn talks about when talking about reflection - A systematic literature review",

abstract = "FabLearn is a venue for researchers and practitioners within computing, design and making in education where reflective practices are an integral part. This paper presents a systematic literature review on the use of the term reflection in FabLearn research. With this review, we provide an answer to the questions (1) what reflection means in FabLearn research, (2) how these reflections are stimulated and scaffolded in practice (i.e., teachers/facilitators and students/participants), and (3) what types of concerns or subject matters take place in reflective practices. The review is conducted in FabLearn US and Europe proceedings between 2014–2019, and resulted in 68 papers included in the analysis. The findings show that FabLearn research need to develop solid theoretical groundings and frameworks as guidelines to scaffold students{\textquoteright} reflection, and more in-depth understanding of reflection to investigate and carry out a more comprehensive conceptualization of the term.",

keywords = "CCTD, #CCTD",

author = "Baykal, {Gokce Elif} and {Van Mechelen}, Maarten and Marie-Louise Wagner and Eva Eriksson",

year = "2021",

month = jun,

doi = "10.1016/j.ijcci.2021.100256",

language = "English",

volume = "28",

journal = "International Journal of Child - Computer Interaction",

issn = "2212-8689",

publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - What FabLearn talks about when talking about reflection - A systematic literature review

AU - Baykal, Gokce Elif

AU - Van Mechelen, Maarten

AU - Wagner, Marie-Louise

AU - Eriksson, Eva

PY - 2021/6

Y1 - 2021/6

N2 - FabLearn is a venue for researchers and practitioners within computing, design and making in education where reflective practices are an integral part. This paper presents a systematic literature review on the use of the term reflection in FabLearn research. With this review, we provide an answer to the questions (1) what reflection means in FabLearn research, (2) how these reflections are stimulated and scaffolded in practice (i.e., teachers/facilitators and students/participants), and (3) what types of concerns or subject matters take place in reflective practices. The review is conducted in FabLearn US and Europe proceedings between 2014–2019, and resulted in 68 papers included in the analysis. The findings show that FabLearn research need to develop solid theoretical groundings and frameworks as guidelines to scaffold students’ reflection, and more in-depth understanding of reflection to investigate and carry out a more comprehensive conceptualization of the term.

AB - FabLearn is a venue for researchers and practitioners within computing, design and making in education where reflective practices are an integral part. This paper presents a systematic literature review on the use of the term reflection in FabLearn research. With this review, we provide an answer to the questions (1) what reflection means in FabLearn research, (2) how these reflections are stimulated and scaffolded in practice (i.e., teachers/facilitators and students/participants), and (3) what types of concerns or subject matters take place in reflective practices. The review is conducted in FabLearn US and Europe proceedings between 2014–2019, and resulted in 68 papers included in the analysis. The findings show that FabLearn research need to develop solid theoretical groundings and frameworks as guidelines to scaffold students’ reflection, and more in-depth understanding of reflection to investigate and carry out a more comprehensive conceptualization of the term.

KW - CCTD

KW - #CCTD

U2 - 10.1016/j.ijcci.2021.100256

DO - 10.1016/j.ijcci.2021.100256

M3 - Review

VL - 28

JO - International Journal of Child - Computer Interaction

JF - International Journal of Child - Computer Interaction

SN - 2212-8689

M1 - 100256

ER -