Reflection during portfolio-based conversations

A.E. Oosterbaan, M.F. Schaaf, van der, L.K.J. Baartman, K.M. Stokking

    Research output: Contribution to journalArticleAcademicpeer-review

    17 Citations (Scopus)
    1 Downloads (Pure)


    This study aims to explore the relationship between the occurrence of reflection (and non-reflection) and thinking activities (e.g., orientating, selecting, analysing) during portfolio-based conversations. Analysis of 21 transcripts of portfolio-based conversations revealed that 20% of the segments were made up of reflection (content reflection (6%), process reflection (10%), and premise reflection (4%)). The thinking activities comparing, analysing and concluding occurred significantly more often during reflection than during non-reflection. Orientating on the task, selecting and describing, occurred significantly less often during reflection. The outcomes show that the occurrence of certain thinking activities can be an indication of reflection.
    Original languageEnglish
    Pages (from-to)151-160
    JournalInternational Journal of Educational Research
    Issue number4-5
    Publication statusPublished - 2011


    Dive into the research topics of 'Reflection during portfolio-based conversations'. Together they form a unique fingerprint.

    Cite this