“Sweet Spot” for Reflection in Problem-oriented Education

This paper examines the impact of a structured, multi-dimensional reflection track 16-week pilot programme in experimental pedagogics (XP) The Netherlands. XP is an elective undergraduate which students investigate socially relevant educational problems local communities and design interventions to address these issues through problem-oriented project work (PPL). To accompany learning journey, follow structured with workshops, diaries, articulated essays, that covers cognitive, phenomenological, relational, social global dimensions reflection. was informed by interdisciplinary framework combining inputs from cognitive critical paradigms. evaluate improve this novel approach education, authors undertook Education Action Research (EAR) process 17 participating students. evaluation phase EAR conducted using phenomenographic draw out qualitative variations conceptions among who participated pilot. Focusing on allowed teachers-as-action-researchers gain fine-grained understanding within setting. findings reveal outcome space comprising seven increasingly complex categories. A analysis categories led us conclude there exists “sweet spot” inside growth breadth depth. Outside sweet spot, either do not reflect at all, or become so entangled infinite regress appears derail learning. We discussing contributions strengthening critical, context current crises, focusing role supervisors fostering productive