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What is Reflection sessions

Chapter 10
Global Perspectives on Value Education in Primary School
This term refers to the active participation of both teacher and student in discussing value recognition, disposition, and practices. The teacher encourages reflection and elicits responses by asking queries during this session.
Published in Chapter:
Shared Reflective Practices and Scenario-Based Learning for Values Development in Primary School Children
Priyadarshini Muthukrishnan (HELP University, Malaysia), Soon Seng Thah (Department of Education, HELP University, Malaysia), and Goh Lay Huah (Academy of Future Education, Xi'an Jiaotong-Liverpool University, China)
Copyright: © 2023 |Pages: 18
DOI: 10.4018/978-1-6684-9295-6.ch010
Abstract
The purpose of this chapter is to highlight the significance and processes involved in conducting shared reflections to nurture value development in children in primary schools. The chapter describes the characteristics and application of the value-based reflection framework (VBRF), which was devised specifically for this study and employed as a reflective instrument for classroom reflections. Additionally, to facilitate children's reflections, value scenarios were also used to prompt children to relate value practices to real-world contexts. This chapter serves as a guide for teachers, empowering them with guidelines for conducting reflection sessions during moral education classes, as well as informing educators, curriculum designers, and policymakers about incorporating reflective practices for children's value development.
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