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- W2035261094 abstract "This classroom study, involving 178 middle school science students, investigates ways of prompting students for reflection. Reflection refers to both metacognition and sense-making. The primary research question is Do students merely need to be prompted to reflect, or do they need guidance in reflecting productively? Two types of reflection prompts are contrasted. The first type, called generic prompts, represents a view that asking students to stop and think will encourage reflection. The second type, called directed prompts, assumes that a generic request for reflection is insufficient, and that students should instead be provided with hints indicating potentially productive directions for their reflection. (Students in both conditions received identical activity prompts that helped them complete the project.) The results show that students in the generic prompt condition develop more coherent understandings as they work on a complex science project. Students reflect unproductively more often in res..." @default.
- W2035261094 created "2016-06-24" @default.
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- W2035261094 date "2003-01-01" @default.
- W2035261094 modified "2023-10-18" @default.
- W2035261094 title "Prompting Middle School Science Students for Productive Reflection: Generic and Directed Prompts" @default.
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- W2035261094 doi "https://doi.org/10.1207/s15327809jls1201_4" @default.
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