An Analysis of Visualization for Reflective Process in Project Based Learning by KWS Retrospectives' KPT

Abstract

In this paper, we discuss hands-on reflections including KPT-Why-Solution Retrospectives (KWS Retrospectives) for the purpose of growing students' problem identification skills and problem solving skills in student experiment Project Based Learning (PBL). The KWS Retrospectives is a framework for problem recurrence prevention and reflection that combines and builds on conventional version of Keep-Problem-Try (KPT) and Ask-Why.

This activity of KPT has the following four educational goals. (1) In reflections after implementing PBL, we have the students form an understanding of the current situation, including Keep (good points), Problem, and Try (challenges) through PBL. (2) In forming an understanding of the current situation, we have the students quantize those items in terms of the metrics of urgency, difficulty, effective, and impact, and have them visualize their weigh and priority. (3) In addition, we have the students experience the process of sharing problems and reaching consensus through a group discussion, and have the students confirm the suitability of the problem solving process for themselves. (4) After that, we have the students experience the problem solving process separately in another lecture or PBL, leading to continuous growth in problem solving skills.

As a result of the hands-on reflections, the students learned (1) through (3). The challenge for the future is (4) growing problem solving skills through continuous implementation.