This study investigates the possibilities of reflective journals as a transformative pedagogical tool. It queries a gap in the literature examining learner-centred instructional practices to improve critical thinking skills and effectiveness of high school students. Motivated by constructivist and sociocultural theories, the research presented here encourages reflection based on the premise that reflection allows learners to engage in metacognition, examine multiple points of view, and integrate complex ideas. The study aims to create a different approach to teaching: incorporating reflective journals into the daily learning routines to create deeper cognitive engagement with and independent thought from the students, as opposed to traditional, didactic teaching methods.  

As an investigation of the theoretical and practical application, an investigation of the primary research question “How do reflective journals influence the development of critical thinking skills in high school students?” is conducted. Structured, but flexible as reflective journals for putting into written words the thoughts that have occurred to one in the course of work or study, and evaluating and maintaining connections between theoretical concepts and reality. Beyond supporting analytical reasoning and problem-solving, this provides a framework for self-aware and highly accountable learning itself.  

The study utilizes a mixed-method action research framework that captures both quantitative as well as qualitative data to give a clear vision of how reflective journals impact learning outcomes. Gains in critical thinking abilities are determined by pre- and post-tests, while qualitative data from journal entries, classroom observations and student interviews provide more detailed accounts of how learners experience, struggle and grow. The results also suggest that reflective journals can become powerful tools for changing the classroom archetype by encouraging active participation, productive dialogues, debates, discussions and collaborative inquiry.  

This research contributes significantly to this discussion about innovative teaching strategies by showing the practical ways in which reflective journals work in various, diverse settings. It reflects their function in developing students' critical thinking, adaptation to complex challenges, and meaningful engagement in a fast-changing environment. This study provides a basis for future exploration of reflective practices focused on the future of education to equip educators with a powerful tool to nurture critical thinking.

This research uses a mixed methods approach within an action research framework to determine the effects of reflective journals on critical thinking skills. Data is collected over one semester, through 34 high school students' pre and post-tests, reflective journal entries, classroom observations and student interviews. Quantitative data include scores from critical thinking assessments that were analyzed using summative assessments for the units and terms to determine changes in analytical abilities in students. Qualitative data take the form of reflective journal themes analyzed in thematic patterns, insights and challenges. Classroom discussion and student engagement are observed and interviews are conducted which provide perspectives on the effectiveness of reflective journals. These methods triangulate to tell us how reflective practices affect critical thinking.

It also predicts high correlations between students’ critical thinking scores on critical thinking assessments and qualitative reflections that show students having greater, analytical, and evaluative capabilities. Results are expected to identify the contribution of reflective journals in promoting metacognition and personal awareness for self-learning. It is expected that students will begin to feel more confident in getting their thoughts up, analyzing difficult topics and synthesising ideas. In addition, educators may find research that adds practical insights into how to integrate reflective practices into their teaching that will lead to active, meaningful learning. Reflection journals emerge as an effective and scalable way to promote critical thinking in diverse settings, which this research underscores.

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