Nowadays, reflecting and reflective practice are being incorporated into undergraduate and postgraduate learning across disciplines, and thus, both can be seen as prerequisite(s) to achieving effective research activity. On the other hand, trees represent organisms characterized by a perennial lifestyle to produce a majority of terrestrial biomass. Trees, when put together as a group, take on the identity as “the woods”, which can be seen in many parts of the globe. In science, the choice and use of research questions has been considered as very useful in the definition, collection and reporting of (relevant) information. But, can reflecting in the woods enhance the formulation of (our) research questions? In this editorial, an attempt is made to respond to this question, to show that the woods has promising potential to provide a positive atmosphere for effective reflective activity for any (scientific) researcher.
[1]
K. Mann,et al.
Reflection and reflective practice in health professions education: a systematic review
,
2009,
Advances in health sciences education : theory and practice.
[2]
M. Alvesson,et al.
Ways of constructing research questions: gap-spotting or problematization?
,
2011
.
[3]
R. Ribe.
The aesthetics of forestry: What has empirical preference research taught us?
,
1989
.
[4]
Paul Orsmond,et al.
Reflecting on reflective practices within peer observation
,
2005
.
[5]
Mary Thorpe.
Encouraging students to reflect as part of the assignment process
,
2000
.
[6]
G. Sandberg,et al.
Out of the woods: forest biotechnology enters the genomic era.
,
2003,
Current opinion in biotechnology.