摘要：Only a limited number of studies have focused on guiding students’ reflection in the context of inquiry learning in science education. In this study, a review of literature about reflection, reflection skills, and reflection levels was conducted in order to develop a new model for guided reflection in the context of science education using the advantages of technology-enhanced learning. The outcomes of the literature review suggest that in the context of science education reflection should be seen as a metacognitive activity that supports the integration of theory and one’s own experiences to learn from experience. It contains active reviewing and conceptualization of regulative and inquiry activities. The main activities of reflection in this context are describing, justifying, evaluating, and discussing. According to the theoretical model, describing can be guided by writing a diary or narrative, justifying by explanation guidance, or evaluating and discussing by role play. Guiding questions can be applied in supporting all activities of reflection.
