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This paper describes and discusses how the principles enunciated by Schon were applied in teaching a senior‐level course in problem solving and design. The main objective in teaching students to be reflective is to develop higher cognitive skills, enabling them to be independent and creative problem solvers. By providing students with an active learning environment, it is possible to introduce them to the control and regulation aspects of metacognition.The paper describes the problem solving and design process, and demonstrates how Schon's concepts are applied in a classroom situation for encouraging reflection. The effectiveness of this approach is evaluated through observations made by students as well as by the instructors. The effort needed to apply Schon's ideas are by no means easy. Probably, the most difficult part is in descending from the hard, high ground of the theorist to the messy, boggy swamp below of the practitioner. The results of the study demonstrate how stereotyped classroom instruction can be modified to develop reflection in action, thus enhancing the problem solving abilities of students.
Khisty et al. (Wed,) studied this question.