Using learning reflection reports to foster metacognition and deeper learning in science students

Jasmina Lazendic-Galloway, Juan Fischer, Kate Henkel


In this paper, we describe an introduction of a learning reflection strategy designed to increase students’ engagement with their learning process and foster deeper learning in a first year elective astronomy unit. The unit uses the principles of constructive alignment and flipped classroom, and incorporates students’ reflection on their learning achievements as a formative assessment at two points during the semester. We present an exploratory analysis of students’ responses to these Learning Reflection Reports, which suggest that some students are able to identify where they might be having learning difficulties early in the semester and explain what they need to do in order to achieve the desired level of progress.


metacognition; lifelong learning; assessment and feedback; self-regulated feedback; science education

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