Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Teaching and Fostering Reflection in Software Engineering Project Courses
RISE - Research Institutes of Sweden, ICT, Viktoria. Chalmers University of Technology, Sweden.ORCID iD: 0000-0002-1811-0123
Chalmers University of Technology, Sweden.
2019 (English)In: Agile and Lean Concepts for Teaching and Learning: Bringing Methodologies from Industry to the Classroom / [ed] Parsons, David; MacCallum, Kathryn, Springer Singapore , 2019, p. 231-262Chapter in book (Other academic)
Abstract [en]

Re ection is an important part of agile software processes as witnessed, e.g., by the Sprint Retrospectives in Scrum or by the various learning feedback loops in XP. Engineering education also emphasises the importance of re ective practice, e.g., in Kolb's learning cycle and Schon's re ection-in/on-action. Our contribution in this chapter is a toolkit for re ective practice that shows how re ection can be used by software engineering students for two purposes: to re ect on the application of a software process and to re ect on their learning process. In order to help students understand the purpose of re ection and how to approach re ection, we follow a cognitive apprenticeship approach in which the teachers re ect about the events in the course, their own goals, and how they are aligned with the teaching. Students are asked to re-

ect during supervisions and as part of their written assignments from the very beginning of the course. We thus combine a meta-cognitive approach where re ection is taught as a learning strategy with a common software engineering practice of continuous improvement through re ection. We evaluate the re ective model and a course design based on it through the student, teacher, and theoretical lenses based on empirical data.

Place, publisher, year, edition, pages
Springer Singapore , 2019. p. 231-262
National Category
Software Engineering
Identifiers
URN: urn:nbn:se:ri:diva-40209OAI: oai:DiVA.org:ri-40209DiVA, id: diva2:1385337
Available from: 2020-01-14 Created: 2020-01-14 Last updated: 2020-01-27Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records BETA

Burden, Håkan

Search in DiVA

By author/editor
Burden, Håkan
By organisation
Viktoria
Software Engineering

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 6 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
v. 2.35.10