Abstract
In this study, we conducted a class in which students in the lower elementary school grades were asked to write their reflections on their learning by presenting "Reflection Forms" on learning outcomes and issues. It was aimed at helping them become metacognition of their knowledge and self-regulate it. As a result, it was found that showing the "Reflection Forms" was influential in encouraging students to write about their learning outcomes. On the other hand, the number of students who wrote about learning issues was small in the first half of the class. However, students who wrote about learning issues increased as they accumulated the writing activities. In addition, we examined whether the "Reflection Forms" promoted children's metacognition. Consequently, we found that many of the students' reflections were based on their knowledge of the learning tasks presented by the teacher at the beginning of the unit and that they attributed these achievements to their efforts and abilities. These findings indicate that offering the "Reflection Forms" can promote metacognition of the learning tasks mainly and may lead to conducting self-regulation of learning.
