Social learning environments should exist that prompt collaborative work with peers, teachers, and experts.
Provide opportunities for students to choose and implement the best alternative. Scale The focus is broad enough to offer challenge and meaningful insights, but can be reasonably explored in the timescale and any word limits.
The scale achieved good internal reliability with a Cronbach's alpha coefficient of. Classroom experiences should involve enjoyable, concrete, and physical learning activities whenever possible to ensure proper attention to the unique cognitive, affective, and psychomotor domain development of middle school students.
Focus Selects a focus, such as a particular time period, set of events, specific kinds of incident or examples of interactions. Is superficial and does not demonstrate any interest in burrowing beneath the surface to understand more. Learning experiences should be designed to include advice from teachers and co-learners.
Finds ways of reflecting blame on to other people or the context itself for the way events unfolded; alternatively, personal responsibility is addressed in a superficial way, so that the relation of action and consequence is not considered in depth.
For example, Teachers should model metacognitive and self-explanation strategies on specific problems to help students build an integrated understanding of the process of reflection.
Item scores were analysed for mean, range and standard deviation.