Designing a classroom to promote reflective thinking for meaningful learning

Abstract

This mixed-methods study aimed to ascertain the effectiveness of structured reflective strategies in encouraging reflective thinking in students and promoting meaningful learning. The study employed a pre-post-test quasi-experimental research design. Participants were 56 senior secondary students (25 boys and 31 girls) enrolled in a non-residential, out-of-school science enrichment camp conducted at a private educational institute in a city in Western India. A three-week-long intervention integrating reflective strategies with the experimental science course was implemented during the camp. Quantitative data were collected using a pre-post survey. Qualitative data were captured through students’ verbal and written reflections. Analysis of quantitative data using t-tests revealed a substantial increase in participants’ reflective thinking and a significant decrease in non-reflection following the intervention. Qualitative data analysis demonstrated a progressive enhancement in participants’ understanding, reflection, and critical reflection and a subsequent decrease in mechanical action over time. Furthermore, the participants’ reflections revealed that they perceived their learning as meaningful. The findings indicated that the intervention effectively promoted reflective thinking among students and enhanced the meaningfulness of their learning process. The study offers valuable insights for researchers and teachers in designing student-centered environments that foster reflective thinking and meaningful learning.