Schn, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York, NY.  Home/Search   Document Not in Database   Summary   Related Articles   Check

....F(x)# G is correct apart from their possible incompleteness or vagueness, and the design theory contains several rules with F(x) as an im2 The stop condition of every design is the designer s tacit satisfaction with the solution and the artefacts used; see discussion in section 2. Also Schn [13] talks about unexpected surprises with the current solutions and modifications of the problem solving frames. plicant, the abduction may have applied a wrong rule that eventually led to a tacit inconsistency. The unsuitability of that particular rule was discovered tacitly later in the design. ....

....traditional similarities may be discovered between the abstracted concept # and another concept in a different domain on the same or different level of abstraction e.g. #. 8 OVERVIEW OF RELATED RESEARCH The tool described in this paper incorporates also most of the findings reported by Schn [13] who observed in the studies of the professional designers the oscillation between the solution development and reflection on it. Schn refers to the inconsistency of the current solution as a surprise , and claims that any such surprise may trigger a modification of the [conceptual] frame for the ....

D.A. Schn, Reflective Practitioner - How professionals think in action, Basic Books, Inc., USA, 1983.

....Note that it does not mean that B(x) must imply the absence of the harmful feature D(x) B(x)t D(x) would not be a valid conclusion Nevertheless, the reasoning strategy applied to abduction involves the traditional backtracking from an inconsistent state to the last consistent state. Also Schn [13] talks about unexpected surprises with the current solutions and modifications of the problem solving frames. Figure 1. Interplay between explicit and tacit reasoning in design 4.2 Fixing tacit evaluation The case described in the previous section is basically a formalised version of the ....

....than in domain one; it requires much broader expertise than just within a single domain. Typically it would benefit also from strong analytical skills of designers. 7 CORRESPONDENCE TO OTHER RESEARCH The formalism proposed in this paper is in accordance with the outcomes reported by Schn [13] who observed in numerous studies of the professionals the oscillation between the solution development and reflection on it. Schn refers to the inconsistencies in the current solution as surprises , and claims that any such surprise may trigger a modification of the [conceptual ] frame that is ....

D.A. Schn, Reflective Practitioner - How professionals think in action. 1983, USA: Basic Books, Inc.

....and practice, putting the emphasis on the theories in use that spark in activity [1] was available in the literature and was already familiar to the Authors. The same applied to a model that explored the reflective practice through which practitioners learn the skills of their disciplines [7] and was pertinent for use in creating new approaches to teaching and learning [8] International Conference on Engineering Education August 18 21, 2002, Manchester, U.K. On the other hand, engineering students do not normally tend to include management in their main interests and, in many ....

Schn, D, The Reflective Practitioner -- How Professionals Think in Action , Basic Books, 1983.

....Side Views allow users to clarify the effect of commands, make comparisons between commands, experiment, and serendipitously discover viable alternatives. BACKGROUND Practitioners naturally experiment and explore multiple solutions to a problem in the course of constructing a creative result [4, 5, 6]. For example, industrial designers explicitly generate dozens of concept sketches for a new product, then extract the most desirable characteristics of each to combine into a new series of sketches. This process repeats itself until only a handful of candidates remain. The need for this ....

....into a new series of sketches. This process repeats itself until only a handful of candidates remain. The need for this iterative, experimental, and exploratory process is evident when one considers that the goal of a creative activity is to develop an original result never before attained [3, 6, 7]. By definition, then, there exists no recipe for reaching the novel result: practitioners must actively experiment and explore to develop a methodology that yields something completely new [6] In our own studies of expert users of computer based tools (specifically, artists and graphic ....

[Article contains additional citation context not shown here]

Schn, D. A. The Reflective Practitioner: How Professionals Think in Action. Basic Books, NY. 1983.

.... about their actions, help to refresh the design memory, and assist the reaching of shared understanding among all the systems developers and other participants [32] Our experience, in this research project, confirms the usefulness of IBIS in reflection in action, a concept introduced by Schn [39] and later supported by the RE and design explanation research community. Indeed, Fischer et al. 12, p. 282] argue: design rationale can aid reflection by informing it with the design knowledge, principles, and ideas, and by triggering critical thought in the designer . Recently, Louridas and ....

Schn, D. (1983). The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.

.... Utilities] graphics editors General Terms: Design, Human Factors Keywords: Creativity, open ended tasks, non linear interaction model, Side Views, on demand previews, image manipulation INTRODUCTION The creative process requires much effort to define, refine, and realize a creative vision [4, 13, 14]. As computational systems increasingly enter into the creative process, end users, developers, and researchers strive to understand and define the ways these systems can support and enhance the creative process. For example, Shneiderman outlines a number of high level user interface guidelines ....

....users as they progress through open ended tasks. These studies clearly affirm the need for the user to be able to experiment; to explore variations; and to evaluate past, current, and potential future states. These processes closely parallel those described by Schn s theory of reflection in action [13], which we use to frame our observations and to further our understanding of what is required to support progression through an open ended task. We then turn to an analysis of the ways interfaces support or hinder creative processes. We find that user interfaces often fall short of explicitly ....

[Article contains additional citation context not shown here]

Schn, D. A. The Reflective Practitioner: How Professionals Think in Action. Basic Books, NY. 1983.

....than that of a preacher. Several authors have reflected on the special character of design activities, on several fields, from Architecture to Engineering. Alexander [1] talks about the search for a solution as a process of fitting diverse factors within a professional language. Schn [8] talks about reflection inaction as the essential character of any design activity, the conversation that the professional establishes with the situation. How can a student of Engineering Design learn to exercise this dialogue except from immersing herself into this kind of situation For a long ....

Schn, D., The Reflective Practitioner : How Professionals Think in Action, Basic Books, 1983.

....that is often tacit in the practice of and interactions among competent practitioners. Schn describes such knowledge as knowing in action, which practitioners demonstrate spontaneously and intuitively in their action and reaction to the constantly changing context but are unable to describe [17]. Because knowing in action is highly situated in the context in which it is demonstrated, learning cannot be thought of as a process of gaining, through instruction, a discrete body of abstract knowledge that learners will then transport and reapply in later contexts. Instead, learning in ....

Schn, D.A. The Reflective Practitioner: How Professionals Think in Action. Basic Books, New York, 1983.

....case study on the possibilities for organizing software product lines. Still, he discusses little about the rationale and needs of different stakeholders in architecture design and description. Robbins and Redmiles [12] consider the idea of diverse knowledge and the theory of reflection in action [13], but focus on the design work of a single architect leaving other possible stakeholders and their interests untouched. Grinter s [14] qualitative study covering 17 architects in a telecom corporation highlights the communicational and political skills required from architects, as they must ....

Schn, D., The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.

....but although information and knowledge are related, the information per se contains no knowledge. Routines, procedures, rules, manuals, and books all need knowledge to be decoded and are therefore not explicit knowledge but information . 8 Organisational knowledge and IT Just as Polanyi, Schn (1983) elaborates on the relationship between the tacit and the reflected, but where Polanyi discusses the cultural aspects of our society, Schn focuses on an organisational context. According to Sc hn, our knowledge is in our actions. Although actions in themselves are rather ephemeral in character, ....

....plays an important role as a catalyst for reflection and IT is thus highly relevant for work that requires knowledge. The communication space enables the organisational members to collectively interpret the available information by supporting various channels for conversations and negotiations. Schn (1983) claims that new understanding comes from reflect ion, and I suggest that the intranet promotes reflection by making salient different interpretations and viewpoints. Awareness space Information space Collaboration space Communication space Reflection can benefit greatly from being done in ....

Schn, D. A. (1983), The Reflective Practitioner: How Professionals Think in Action, Basic Books.

....cooperative inquiry, participative action research, as well as action science and action inquiry (Reason, 1998) Our projects in particular, employ action inquiry. Action inquiry, developed by Torbert (1981) builds on action science (Argyris Schn,1974, 1978; Argyris, Putnam, Smith, 1985; Schn, 1983). Action science involves setting an intention, taking action based on that intention, factoring in feedback based on that action, and then taking further action. Action inquiry (Torbert, 1981) builds on action science by paying special attention to the importance of outcomes . and the quality ....

Schn, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

....can be successfully used in design environments, additional context mechanisms (which complement not replace location based services) are needed to effectively support designers. Design deals with ill defined problems, making the integration of problem framing and problem solving a necessity [Schn, 1983]. A particular challenge for context aware applications in design domains is that context emerges throughout the design process, and that a determination of whether some information or action should be considered as relevant or irrelevant context can be determined only during the design process, ....

Schn, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York.

....level) and perspective taking (at the organisational level) We will now describe our theoretical framework as to the nature of work based learning and its relation to knowledge. 2.1. Individual level learning Our theoretical basis for identifying the occurrence of individual learning is Schn s [18] theory of reflection in action . Schn claims that a professional worker (i.e. knowledge intensive worker) uses and applies a range of knowledge and skills during their professional duties (whether they be a doctor, engineer, architect, manager, etc. in a seemly effortless way, that would ....

....which the current approach is based. Some of the new knowledge created during reflection in action is captured in the discourse area as problems with, and changes to, the approach are reported, and discussed among colleagues. Learning type How supported How captured Individual Reflection in action [18] Provision of semantically related resources to support problem reframing or to challenge assumptions Ongoing discourse around WRs related to current problems and issues. Group Domain construction [20] Elaboration and negotiation of domain concepts around work representations linked to formal ....

D.A. Schn, The Reflective Practitioner: How Professionals Think in Action, New York, Basic Books, 1983.

....2.1 Design Prototyping Current CAD systems have little functionality to support early design (Akin 1986) During this stage the objects, or elements, of the design are not yet defined. We may refer to these objects of the design in the terms of Schn as the materials of the design problem (Schn 1983). The materials are the elements through which the design is manipulated in the designer s mind, through which the design problem space can be explored, and through which a design solution can be expressed. Without some definition of these materials of early design, we have no ability to employ ....

Schn, D.A. (1983) The Reflective PractitionerHow Professionals Think in Action, Basic Books Inc., New York.

....The subject areas we want to investigate do not contain answers that can be found in textbooks or derived in a semester, but instead are complex, vague and open ended problems. Within our model, students are designers and reflective practitioners who must frame the problems they will investigate [Schn, 1983]. The knowledge to understand, frame, and solve design problems does not exist a priori, but is constructed and evolved by exploiting the power of the symmetry of ignorance [Rittel, 1984] and breakdowns [Winograd Flores, 1986] Central to the notion of design as a model of collaborative work ....

Schn, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York.

.... understood that the efficiency of the boundary objects in attaining these functions is also contingent on the nature of the constituencies (e.g. their respective level of competency, motivation, and experience) Externalizations often serve the purpose to create situations that talk back to us [Schn, 1983]. This backtalk will be severely limited by representations that do not serve as boundary objects. While some of the backtalk will be provided by the design situation itself, this may be insufficient because our ability to notice breakdowns and problematic situations by (visual) inspection and ....

....effort has focused on the domain of locational decision making in urban planning, specifically in transportation planning and community development. Creating shared understanding requires a culture in which stakeholders see themselves as reflective practitioners rather than all knowing experts [Schn, 1983]. The symmetry of ignorance is a defining notion of such collaborative design activities: stakeholders are aware that while they each possess equally important knowledge, none of them has all the relevant knowledge to frame or resolve such problems. A central theoretical vision of the EDC is to ....

[Article contains additional citation context not shown here]

Schn, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York.

.... knowledge rich activity of an agent [3] Engineering design uses scientific principles, technical information, designers imagination and experience to develop systems that perform desired functions [4] In practice designers are rarely presented with a detailed specification of design problems [5]. Specifications must be built up from uncertain design situations. Realworld design typically begins with initial requirements that are vague and incomplete. Initial requirements must be transformed to consistent and complete requirements, and a solution must be found satisfying them. Experienced ....

....not well defined but must be developed on the fly . Reflective processes therefore play a significant role in the understanding and consequently supporting design. A more detailed, comparative study of some selected features of design can be found in [8] Reflection is a term introduced by Schn [5] to explain the nature of non trivial problem solving. Design is seen as an iterative process, where one may change the current perspective (frame) when this does not suit the design situation satisfactorily. This change will cause new objects to be identified within the situation, which may ....

[Article contains additional citation context not shown here]

D.A. Schn, Reflective Practitioner -- How professionals think in action. 1983, USA: Basic Books, Inc.

.... in terms of knowledge being used [4] Designers in their efforts draw upon their knowledge of scientific principles, technical norms, imagination and experience when designing systems performing desired functions [5] In practice they are rarely presented with a detailed specification of problems [6]; contrary, this must be built from uncertain design situations. Design in a real world typically begins with vague and incomplete requirements that must be refined and explicated, before a solution can be found satisfying them. Designer s experience acquired in the past often helps to tackle ....

....NATURE OF DESIGN As mentioned above, engineering design is an activity extensively relying on designers knowledge and experience. Because of uncertain initial requirements, the design task is not well defined. Designers reflect on their efforts and approach their tasks iteratively. Schn [6] introduced the term reflection to explain features of a non trivial problem solving. Design is an example of such process, in which one may change the current viewing perspective when this does not suit the design situation satisfactorily. Such a change may cause new objects to be identified in ....

[Article contains additional citation context not shown here]

D.A. Schn, Reflective Practitioner -- How professionals think in action. 1983, USA: Basic Books, Inc.

.... activity using different knowledge and information sources [3] Designers use scientific principles, technological data and their experience to develop artefacts performing the desired functions [4] In practice, a detailed specification of a design problem is rarely known at the beginning [5]. On the contrary, design typically begins with vague and incomplete initial requirements. Designers must transform these so as to keep them consistent, and simultaneously develop a solution satisfying them. Their experience from the past designs often simplifies the approach to current problems ....

....space is not well defined but must be developed on the fly . Hence, reflective processes play a significant role in understanding and supporting early phases of design. A comparative study of some selected features of design tasks can be found in [11] Reflection is a term introduced by Schn [5] to explain the nature of non trivial problem solving. Design is a process, where one may change the current perspective when this does not suit the design situation satisfactorily. This change will cause new objects to be identified in the situation, which may lead to another change in ....

[Article contains additional citation context not shown here]

D.A. Schn, Reflective Practitioner -- How professionals think in action. 1983, USA: Basic Books, Inc.

....people s public statements argumentation rationale cultural artifacts formalize objectify discuss alternatives Figure 1. A diagram of knowledge building processes. The cycle of personal understanding Martin Heidegger (1927 1996) an important recent German philosopher) and Donald Schn (1983) (an influential American theoretician of design) argue that learning starts on the basis of tacit pre understanding (Polanyi, 1962; Stahl, 1993b; Winograd Flores, 1986) Some form of breakdown in planning or in our worldly activity renders elements of this tacit understanding problematic on ....

Schn, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York, NY.

....of the Studio is unchanged since its inception. The MSE is a terminal professional degree program, much like an MBA or five year architecture curriculum. Therefore, the Studio tries to incorporate the best methods of educating professionals, such as those described in the books of Donald Schn [6, 7]. The essential principle is that of reflective practice. Students are encouraged to do the work while being self aware of the decisions they make and actions they take. The Studio instructor s role is more of a mentor, or, better, a coach. Coaches basically maintain a vision of best practice, ....

Donald A. Schn, The Reflective Practitioner: How Professionals Think in Action. NewYork: Basic Books, Inc., 1983.

....with examples developed in our research over the last ten years. Symmetry of Ignorance The clashing point of two subjects, two disciplines, two cultures ought to produce creative chaos. C.P. Snow Design. Design problems are ill defined and complex and must be treated as a universe of one [Schn, 1983]. Although designers often make use of specific, well established knowledge from mathematics, science, and engineering, they also create new knowledge in the course of understanding the unique aspects of their problems. In this regard, design problem solving is an interdisciplinary activity, ....

....humans are engaged in some activity (some action such as working, collaboratively solving a problem, or playing) they experience a breakdown (i.e. a piece of lacking knowledge, a misunderstanding about the consequences of some of their assumptions, etc. and they reflect about the breakdown. Schn [Schn, 1983] calls this reflection in action. Because self reflection is difficult, a human coach, a design critic, or a teacher can help the learner to identify the breakdown situation and to provide task relevant information for reflection. In our own work, we have explored the possibility of using ....

[Article contains additional citation context not shown here]

Schn, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York.

....to encourage deep approaches to learning where the student intends to understand the material, to relate parts to a whole, to integrate it into existing knowledge and to apply it in real world situations. The learning experiences in the subject were designed to constitute a reflective practicum (Schn, 1983; 1987) where opportunities were provided for students and the teacher to reflect together on practice using examples of practice in the form of cases (through site studies and a simulation) Aims of the Subject The subject was essentially concerned with developing students necessary ....

....A simulation was used to create opportunities for students to apply this knowledge to a hypothetical contaminated site and experience the complexities of decision making in such an environment. Opportunities for reflection were considered essential in order to encourage reflective practice (Schn, 1983; 1987) and were included in all modules. All modules were web based and all necessary resources were available on the subject website along with links to related sites. 27 Boulton Lewis (1995) emphasised the importance of carefully designed assessment procedures that are explicit and ....

Schn, D. A. (1983). The reflective practitioner: How professionals think in action, New York: Basic Books.

....knowledge rich activity of an agent. There are many different definitions of a design task [17] however, many of them agree that (engineering) design involves the use of scientific principles, technical information and designers imagination to define systems that perform desired functions. Schn [14] points out that in practice designers are rarely presented with a detailed specification of design problems. Descriptions must be built up from uncertain design situations. Engineering design typically begins with a set of initial requirements that are often vague and incomplete. These must be ....

....system itself. This conversion is an iterative process. Schn s understanding of a design phase that corresponds to the problem formalisation reflects design as a process, in which designers interactively name objects, TO which they will attend, and frame the context, IN which they will work [14]. In this section two important features of design processes will be identified and implications for the knowledge based design support systems will be set out. A. Creativity in engineering design Cognitive scientists studying problem solving activities in design warn that designers may often ....

[Article contains additional citation context not shown here]

D.A. Schn, Reflective Practitioner - How professionals think in action. USA: Basic Books, Inc., 1983.

....33rd Hawaii International Conference on System Sciences (HICSS33) Maui, Hawaii January, 4 7, 2000. Copyright The Institute of Electrical and Electronics Engineers,Inc. IEEE) this spectrum and elaborate on what constitutes the major part of the body of knowledge. Choo [5] observes that Schn s [20] definition of knowing in action describes the characteristics of tacit knowledge: There are actions and judgements, which we spontaneously know how to carry out without having to think prior to or during their performance. We often find ourselves doing these things without being aware of ....

Schn, D. A., The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York, NY, 1983.

....of initial requirements into description of a system that meets them. And requirements are often vague and unclear, i.e. ill defined. Schn points out that in practice designers are not presented with a detailed description of problems. The descriptions must be built from the uncertain situations (Schn, 1983). Designers have to perform a certain amount of work to convert situations in soluble problems. Dominowski and Dallob see problems as situations in which some goal is desired but the way to achieve it is unclear (Dominowski Dallob, 1995) However, designers might have acquired knowledge how a ....

....reflection on the current problem description, and an insightful approach. 2. NATURE OF PROBLEMS IN DESIGN Schn sees problem formalisation (PF) as a process, where designers interactively name objects, TO which they will attend and frame the context, IN which they will attend to the objects (Schn, 1983). His definition supports the claim that problem formalisation contains both problem recognition and description. Problem recognition builds a framework for viewing an uncertain situation. Once the viewpoint is chosen, designers name concepts that are important and relevant from the current point ....

Schn, D.A. (1983) Reflective Practitioner -- How professionals think in action, Basic Books, Inc., USA.

....are engaged in some activity (some action such as working, collaboratively solving a problem, or playing) they experience a breakdown; and they reflect about the breakdown (i.e. the piece of lacking knowledge, the misunderstanding about the consequences of some of their assumptions, etc. Schn [Schn, 1983] calls this reflection in action. Because self reflection is difficult, a human coach, a design critic, or a teacher can help the learner to identify the breakdown situation and to provide task relevant information for reflection. In our own work, we have explored the possibility using ....

....our initial effort has focused on the domains of urban planning and decision making, specifically in transportation planning and community development. Creating shared understanding requires a culture in which stakeholders see themselves as reflective practitioners rather than all knowing experts [Schn, 1983]. Collaborative design taking place in such a culture can be characterized by an asymmetry of knowledge or a symmetry of ignorance [Rittel, 1984] stakeholders are aware that while they each possess relevant knowledge, none of them has all the relevant knowledge. Gerhard Fischer 15 Training and ....

[Article contains additional citation context not shown here]

Schn, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York.

....as mapping processes as they are advocated, for example, by Dijkstra [18] 38 The programming as problem solving view is suited for situations that require problem framing. Schn notes that professional design practice has as much to do with understanding the problem as with solving the problem [100]. In large projects programming as problem solving may only be used in an early brain storming phase to find a suitable representation that later guides more traditional software engineering approaches, such as cleanroom software engineering [75] A programming environment that facilitates ....

....Problem solving and domain orientation can be two combatant forces embellishing the design of construction paradigms. Problem solving, on the one hand, requires flexible, general purpose mechanisms to explore the space of representations supporting the problem framing aspect of design [100]. Domainorientation, on the other hand, empowers users by reducing the transformation distance between problem and tool [29] An ideal construction paradigm should support the exploratory nature of problem solving, and, at the same time, be orientable toward problem domains. Layered ....

Schn, D. A., The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York, 1983.

.... are considered to be open ended because there is usually no single correct solution for a given problem, but instead a variety of potential solutions (Fustier, 1989) These characteristics lead to design processes involving an iterative dialectic between problem framing and problem solving (Schn, 1983). During problem framing, designers refine design goals and specifications, and thus refine their mental representation of the problem. During problem solving, designers elaborate solutions and evaluate these solutions with respect to various criteria and constraints. The results of these ....

....make difficult trade off decisions. Even experienced designers often lack the background knowledge necessary for evaluating the trade offs between different, competing solutions. Recognising Problematic Solutions. Not all evaluation steps are explicit; many are implicit or tacit (Polanyi, 1966) Schn (1983) describes an action breakdown reflection cycle that underlies design practice. In this cycle, designers engage in situated action until their expectations are not met and they experience a breakdown in the current design solution. At that moment, designers stop and reflect on how to overcome the ....

[Article contains additional citation context not shown here]

Schn, D.A., 1983. The Reflective Practitioner: How Professionals Think in Action. New York, NY: Basic Books.

No context found.

Schn, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York, NY.

No context found.

D. A. Schn, The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.

No context found.

Schn, D. A.: 1983, The Reflective Practitioner: How Professionals Think in Action. Basic Book. NY.

No context found.

Schn, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Arena, Ashgate Publishing Limited, Aldershot, UK.

No context found.

Schn, D. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books: New York, NY.

No context found.

Schn D. A. The Reflective Practitioner -- How Professionals Think in Action, Basic Books, New York, 1983.

No context found.

Schn, D. A. (1983) The Reflective Practitioner: How professionals think in action. Basic Books, New York

No context found.

Schn, D. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books: New York, NY.

No context found.

D. A. Schn, The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books, 1983.

No context found.

Schn, D. The Reflective Practitioner: How Professionals Think in Action. Basic Books, New York NY, 1983.

No context found.

Schn, D. The Reflective Practitioner: How Professionals Think in Action. Basic Books, New York NY, 1983.

No context found.

Schn, D.A. The Reflective Practitioner: How Professionals Think in Action. NewYork: Basic Books, 1983.

No context found.

D.A. Schn, The reflective practitioner : how professionals think in action, New York: Basic Books, 1983.

No context found.

D. A. Schn, The Reflective Practitioner: How Professionals Think in Action: Basic Book, Inc., 1982.

No context found.

Schn, Donald, A, The Reflective Practitioner: How Professionals Think in Action, BasicBooks, 1983.

No context found.

Schn, Donald A.: The Reflective Practitioner: How Professionals Think in Action, MIT Press, Cambridge, Mass., 1983.

No context found.

Schn, D. 1983. The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.

No context found.

. Schn, D. (1982). The reflective practitioner: How professionals think in action. New York: Basic.

No context found.

D.A. Schn, The Reflective Practitioner: How Professionals Think in Action, Basic Books, NewYork, 1983.

No context found.

Schn, D. (1983). The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.

No context found.

Schn, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York.

First 50 documents  Next 50

Online articles have much greater impact   More about CiteSeer.IST   Add search form to your site   Submit documents   Feedback  

CiteSeer.IST - Copyright Penn State and NEC