Feedback strategy for the development of reflective thinking

Abstract

The objective of the research was to argue the theoretical foundations and impact of the feedback training strategy for the development of reflective thinking in students. A documentary review was carried out using the analysis-synthesis and inductive-deductive methods oriented to the interpretation of scientific literature from an epistemic attitude. The results show the usefulness of feedback in the development of students' reflective thinking. It is concluded that feedback allows higher level thinking, such as the ability to think critically, creatively, analytically, logically and reflectively. This requires a multidirectional and intergenerational dialogue in the construction of social knowledge from the active reflection of the actors in the educational environment, and their critical knowledge. Studies are called to validate the impact of feedback on the development of reflective thinking, and verify its effectiveness in the comprehensive training of students.