Shared Reflective Practices and Scenario-Based Learning for Values Development in Primary School Children

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Author(s): Priyadarshini Muthukrishnan (HELP University, Malaysia), Soon Seng Thah (Department of Education, HELP University, Malaysia)and Goh Lay Huah (Academy of Future Education, Xi'an Jiaotong-Liverpool University, China)
Copyright: 2023
Pages: 18
Source title: Global Perspectives on Value Education in Primary School
Source Author(s)/Editor(s): Aytekin Demircioğlu (Kastamonu University, Turkey)
DOI: 10.4018/978-1-6684-9295-6.ch010

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / K-12 Education

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Abstract

The purpose of this chapter is to highlight the significance and processes involved in conducting shared reflections to nurture value development in children in primary schools. The chapter describes the characteristics and application of the value-based reflection framework (VBRF), which was devised specifically for this study and employed as a reflective instrument for classroom reflections. Additionally, to facilitate children's reflections, value scenarios were also used to prompt children to relate value practices to real-world contexts. This chapter serves as a guide for teachers, empowering them with guidelines for conducting reflection sessions during moral education classes, as well as informing educators, curriculum designers, and policymakers about incorporating reflective practices for children's value development.

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Shared Reflective Practices and Scenario-Based Learning for Values Development in Primary School Children

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