This paper is aimed at discussing a concept of reflection as an activity to facilitate human learning and how we can support learners to engage in appropriate reflection on their learning activities. First, the author argues that learners are required to be involved in scrutinizing their own learning practice to develop their adaptive expertise. Second, a theoretical framework for researchers to examine learning environments from the adaptive expertise perspective is introduced, i.e., knowledge building environments for knowledge creation. Finally, several studies that develop scaffolding supports for learners to engage in knowledge building practices are examined for articulating what guidelines are hidden behind the development.
