Elementary Students' Reflection Tool, Content Suggestions, and Discussion

Abstract: Children's inability to take ownership of their own learning might lead to a reduction in motivation and effectiveness. Metacognition and reflection can improve learners' thinking and learning efficacy; this is now the most popular strategy among college students, but there are no rules or suggestions for elementary school students. There has been past research on reflection, and through literature review, data collecting and analysis, a questionnaire for students was produced. This study will build on the previously specified reflection tool and investigate the material's usefulness for students. Through expert interviews discussing the content and guidance methods of the reflection questions, as well as interviews with four current elementary school teachers, we understand the actual application and situation of reflection strategies in teaching, which serves as the foundation for subsequent revisions of sentences, questioning methods, and content. The experts were found to have similar ideas about Teaching Reflection and the questionnaire's content. In addition to Teaching Reflection, the process of group competition should begin with topics that are of interest to the students and have a high level of relevance to their lives in order to keep their interest and efficiency in learning reflection. The questionnaire should be tailored to include a specific subject, a clear task, and easy language, and it is preferable to ask students quantitatively about their emotions or feelings at the appropriate time. With these adjustments, the reflection tool and questionnaire material are appropriate for an elementary student.

Keywords: Teaching Reflection, Self-assessment, Question Category, Learners, Expert Interview

DOI: 10.54941/ahfe1005757

Cite this paper:

​