After a consultation exercise with a simulated patient, four students were asked to reflect on this experience guided by the reflection structuring questions.
To do so, she employed reflective journals in which students were asked to reflect and evaluate how they had tried to comprehend the input and what they had understood immediately after a listening activity.
Furthermore, participants were asked to reflect on the activities through open-ended essay questions.
At the conclusion of the workshop the participants were asked to reflect on their status habits and the consequences of these habits in a single hand-written page.
After participation in the Hexbug activity, as a learner, participants were asked to reflect on their experiences and possible content connections in a survey (Additional file 1).
After an initial intuitive grouping, they were asked to reflect on which aspects of the items may have led them to assign their groupings.
All interviewees were asked to reflect on the choice between using biogas to produce electricity in CHP units and upgrading biogas to green gas.
Students were asked to reflect on their feelings of SE, with reference to the questions that they had answered eight times over the study.
Ending questions: As a conclusive question, the participants were asked to reflect upon whether their knowledge on upcycling and their practices at home were in sync.
They were asked to reflect on the IL competencies in the context of their teaching experiences to identify the contribution of their teaching to the development of each IL competency.
Prompt 2 was part of the final exam. the PTs were asked to reflect, based on the cup problem, what they had learned about teaching fundamental mathematical ideas through word problems.
