Effect of reflection on student achievement and self-confidence in the science classroom

Abstract

The focus of this project was on the use of guided reflection in the middle school science classroom. Students reflected using various strategies both at the beginning and end of each class period. The goal of the project was to see how this daily reflection would affect student achievement and self-confidence for the learning goals of a unit. Students' achievement and self-confidence was evaluated by several methods: pre- and post-tests, surveys, interviews, student notebooks and direct observation. The results of the study indicated positive increases in both achievement and self-confidence with the addition of reflection activities to the science classroom.