"reflection questions" is correct and usable in written English.
You can use it when you want to refer to questions that require people to analyze or think deeply about something. For example, "The teacher asked us to answer a series of reflection questions about the class material."
The reflection questions ask students to reflect on their original prediction and why their prediction may or may not have been supported by the simulation results.
But a year-end column, I thought, might be a time for reflection, questions and qualms about this technology.
The reflection questions asked were as follows: 1.
Prediction questions did not provide feedback, but the reflection questions do.
The two reflection questions that we were interested in were "What does it mean to teach?" and "What does it mean to learn?," hereafter referred to as the teach prompt and the learn prompt.
The feedback for reflection questions was designed not only for students to learn whether their answer is correct, but also to encourage them to think about why their answer was correct or incorrect.
Now more than ever we need places where reflection, question and visceral experience can elevate the daily and the private and remind us of our humanity and universality".
On the final day of the workshop, teachers revisited the initial reflection question about their individual understandings of STEM.
After removing trait variation, running the simulation, and observing that evolution by natural selection cannot occur without trait variation, students are then asked the following reflection question: Question: Many students predict that the snail shell thickness would still evolve even without variation because the snails need protection against predatory crabs.
These frequencies indicate the per team frequencies of the collaboration activities codes from Table 6 (e.g., positive interdependence, individual accountability) evidenced in students' responses to the reflection question "How has your team changed how it accomplishes its work during phase 10 of this project".
We include several task sequences where we first ask students to make a prediction about the outcome of a particular instance of the simulation (after changing one of the initial conditions), then instruct them to run the simulation, observe the outcome, and then to respond to a reflection question.
