ABSTRACT
Learning through collaborative reflection enabled them to clearly understand the reasons why people remember semantic aspects of sentences better than their superficial features and the significance of the results when they were to apply it in real-world problem solving. Students also gained meta-cognitive experiences of becoming an expert on a piece of literature assigned to them and of actively grasping its main points. These experiences provided the students with the base to engage in more rigorous constructive interaction in the latter phase of the curriculum.
