The process of the development of critical thinking and knowledge application requires more than rote memorization and the ability to get correct answers on lab reports or on a multiple-choice test. Purposeful, guided reflection may be an opportunity for you to gain insight into what your students are thinking and learning about science content. This article describes some effective strategies that are aligned with the National Science Education Standards (NSES) to develop patterns for learning in science through reflection.
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Type Journal ArticlePub Date 9/1/2009Stock # jcst09_039_01_38Volume 039Issue 01