Reflecting on Reflection

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This article presents three novel ways of enhancing student reflection on assignments for better concept mapping and improved learning outcomes in the economics classroom. All three approaches have one key feature in common: they ask the student to reflect upon why the instructor assigned the task. Their responses show that doing so helps students (i) connect deeper with the assigned task, (ii) connect key lessons from the task with previous and ongoing course topics to obtain a deeper conceptual understanding of how the topics are interrelated, and (iii) uncover self-guided discoveries on effective studying strategies facilitating enhanced retention and performance.

Rik Chakraborti and Gyan Pradhan


Chakraborti, R., & Pradhan, G. (2023). Reflecting on Reflection.  Available online at Journal of Economics Teaching, DOI: 10.58311/jeconteach/cedd1957186f7061ea2b2dcc999dd3e59490be1e