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A one-way within-subjects ANOVA shows the most helpful factor is reflective learning environments, especially freedom and collaboration. Gender differences emerge in perceptions of concept mapping and reflective question prompts, with design recommendations provided to cultivate reflective thinking.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/canadian-journal-of-learning-and-technology-exploring-instructional-design-factors-prompting-reflective-thinking-in-young-adolescents/597648/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/canadian-journal-of-learning-and-technology-exploring-instructional-design-factors-prompting-reflective-thinking-in-young-adolescents/597648.png","ImageObject",300,407,{"name":42,"@type":43},"pop out","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What method was used to identify factors prompting reflective thinking?","Question",{"text":63,"@type":64},"Exploratory factor analysis was used to determine the factors prompting reflective thinking.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which factor was found to be most helpful for reflective thinking?",{"text":68,"@type":64},"The reflective learning environment was the most helpful factor, with freedom and collaboration as its most helpful elements.",{"name":70,"@type":61,"acceptedAnswer":71},"How do perceptions differ by gender?",{"text":72,"@type":64},"Students’ perceptions of concept mapping and reflective question prompts differ significantly across gender.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597648,1792171265,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Canadian Journal of Learning and Technology Volume 31 (2) Winter / hiver 2005  \nExploring Instructional Design Factors Prompting Reflective Thinking in Young Adolescents  \nHae Deok Song  \nTiffany A. Koszalka  \nBarbara L. Grabowski  \nAuthors  \nHae Deok Song is an Assistant Professor in the faculty of Educational Theory and Practice at the University of Albany . Correspondence concerning this article can be sent to [hsong@uamail.albany.edu](hsong@uamail.albany.edu)  \nTiffany A. Koszalka is an Associate Professor of Instructional Design, Development and Evaluation at Syracuse University. She can be contacted at [takoszal@syr.edu](takoszal@syr.edu)  \n[Barbara Grabowski is a Professor of Education at Penn State University. She can be](Barbara Grabowski is a Professor of Education at Penn State University. She can be)[ ](Barbara Grabowski is a Professor of Education at Penn State University. She can be)contacted at [blg104@psu.edu](blg104@psu.edu)  \nAbstract  \nAbstract: Reflective thinking is important to young adolescents as they develop their thinking skills . Various instructional methods have been recommended to support reflective thinking, yet the nature of the underlying factors in these methods is unclear. Exploratory factor analysis was used to determine the factors prompting reflective thinking. Results of this study suggest that young students perceived three clusters of methods as supporting their reflection: reflective learning environments, reflective teaching methods, and reflective scaffolding tools . A one way within subjects ANOVA showed that the most helpful factor was the reflective learning environment, with the most helpful elements being freedom and collaboration. Students ’ perceptions of concept mapping and reflective question prompts were found to differ significantly across gender. Recommendations are provided for designing learning environments that prompt reflective thinking.  \nRé sumé : La réflexion est importante chez les jeunes adolescents tandis qu’ils perfectionnent leurs aptitudes en matière de réflexion. Diversesméthodes d’enseignement ont ét é recommandées pour appuyer la réflexion, toutefois, la nature des facteurs sous jacents de ces méthodes estincertaine . On a utilis é l’analyse d u facteur exploratoire pour identifier les  \nfacteurs menant à la réflexion. Les ré sultats de l’étude démontrent que les jeunes étudiants perçoivent trois groupes de méthodes qui appuient leurréflexion: les milieux d’apprentissage réfléchi, les méthodes d’enseignementréfléchi et les outils d’appui réfléchi. L’analyse de variance ANOVA à un facteur a démontré que le facteur le plus utile était l’envi ronnementd’apprentissage réfléchi, les éléments les plus utiles étant la liberté et la collaboration. Les perceptions des étudiants relatives aux questionnements sur le schéma conceptuel et le questionnement réfléchi semblent varier de façon importante d’un sexe à l’autre . Des recommandations sont faites relativement à la conception d’envi ronnements d’apprentissage qui incitent à la réflexion.  \nIntroduction  \nReflective thinking, that is, mentally engaging in cognitive processes to understand conflicting factors in a situation, is a critical component of the learning process (Atkins & Murphy, 1993; Boyd & Fales, 1983; Davis, 1998; Dewey, 1933; Moon, 1999; Schön, 1991) . This mental engagement results in a person’s actively constructing knowledge about a situation in order to develop a strategy to proceed within that situation. For example, after a series of instructional lessons on ecology and waste management, biomes, life cyclesand urban development, students may be given the task of determining whether a parcel of land should be protected and then justifying this position. Students must reflect on their previous understanding of the issue and their newly acquired knowledge in order to respond to an issue . In effect, they must think about the situation and reflect on how their new knowledge can be used to address ","cbCaiecWZ75WaYrp","https://ap.wps.com/l/cbCaiecWZ75WaYrp","pdf",407599,17,"English","# Abstract\n# Introduction\n# Key Elements Prompting Reflective Thinking","[{\"question\":\"What method was used to identify factors prompting reflective thinking?\",\"answer\":\"Exploratory factor analysis was used to determine the factors prompting reflective thinking.\"},{\"question\":\"Which factor was found to be most helpful for reflective thinking?\",\"answer\":\"The reflective learning environment was the most helpful factor, with freedom and collaboration as its most helpful elements.\"},{\"question\":\"How do perceptions differ by gender?\",\"answer\":\"Students’ perceptions of concept mapping and reflective question prompts differ significantly across gender.\"}]","Canadian Journal of Learning and Technology - Exploring Instructional Design Factors Prompting Reflective Thinking in Young Adolescents | PDF",1792085418,43]