This chapter discusses the apparent tension between science and reflective practice. The tension occurs when a scientist embarks on a training programme, or engages in professional development, in which reflective practice is an inherent part. We offer a new model of reflective practice referred to as Situated Reflective Practice (SRP) along with a range of strategies that assist reflective practice in groups.
|Title of host publication||Debates in Science Teaching|
|Place of Publication||London|
|Publication status||Published - 1 Jan 2014|