Abstract
Objectives In this study, the reflective activity of questioning considering the context of discourse was developed and the effects of the reflective activity on pre-service science teachers’ level of productive reflection were analyzed.
 Methods Two pre-service science teachers participated in this study. The level of productive reflection of pre-service science teachers’ reflections before and after participating the reflective activity were compared and analyzed.
 Results After participating the reflective activity, the number of integrated reflection and the level of productive reflection were increased. The reflection of areas difficult to identify through observation were increased. Reflections focused on students’ learning instead of focused on the teacher themselves were increased. Pre-service teachers began to consider different content knowledge areas and assessment aspect.
 Conclusions To enhance the pre-service science teachers’ expertise, providing education to improve their reflective thinking is essential. However, education to improve the reflective expertise of pre-service teachers is insufficient. In this study, the effect on the reflective expertise of pre-service science teachers participated in the reflective activities considering the context of discourse was analyzed. Based on the results, the practical implications to improve pre-service science teachers’ the reflective expertise were discussed.
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