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Only few studies have explicitly attended to the nature of the perceived underlying factors that prompt young adolescents’ reflective thinking in association with K-12 learning environment. This paper focuses on an analysis of the factors that are perceived by young students as prompting their reflective thinking and how those factors apply to the practice of design. Given that technology can provide scaffolding for reflection ( Lin,X., Hmelo, C., Kinzer K., Secules,T 1999) and given that without appropriate support students have difficulty engaging in high-level reflective thinking ( Hmelo, C. E. & Lin, X. 2000), it is important to look at the design issues and elements that should be considered in supportive learning environment design (focused on K-12 learning environment). This paper examines and analyzes learner perceptions of the role of the learning environment elements including cognitive and affective scaffolding, instructional strategies, and tools as important in supporting their thinking. The factor analysis revealed seven dimensions of helpful cluster of learning environment elements. Four distinct dimensions of them are such as feasibility of other’s supportiveness, flexibility, cognitive scaffolding and learner’s independence. The most helpful factor was the feasibility of other’s supportiveness with the most helpful clusters of elements as having other’s help and teacher’s individual caring and encouragement. Recommendations are provided for designing learning environments that prompt reflective thinking based on these results. Introduction The explosive growth and development of technology requires new knowledge and learning skills (Lin, Hmelo, Kinzer, & Secules, 1999). This explosion is reforming the learning environments and educational concepts. In particular, the growth of technology that includes the World Wide Web requires students to learn not only how to use resources to find relevant information but also how to make sense of information. Higher-order thinking skill is especially important when deciding which sources are useful and reliable (Lin et al, 1999). Therefore, in this new learning paradigm something other than “just thinking” is involved. In other words, it requires learners to be able to think reflectively and critically to manage information accessible via this new learning environment With regards to the K-12 learning environment, it was discovered that young students perceived the learning environment as one of the most important factors that prompt and support their reflective thinking (Koszalka, Song, & Grabowski, 2002). In their research context, learning environments referred to the flexible learning climate where students have freedom in class, work with a partner, and have time to think. The use of the term “learning environment” is a narrow scope. In the current study, “learning environment” refers to the term more broadly as it is associated with K-12 classroom learning environments. It adds teachers ’ teaching strategy, supporting tools, learning climate, characteristics of learner-centered classroom, peers, and technology support. As to the student perception of their learning environment, there is research that revealed the importance of studying students ’ perceptions of classroom practices by illustrating the influence of student perceptions of personal climate in class on their motivation and classroom performance (Meece, 2003). According to Meece (2003), students’ perceptions of classroom practices including teacher’s teaching and students ’ learning atmosphere were predictive of student motivation and achievement. These findings, therefore, emphasize the importance of taking into account students ’ perceptions of teaching practice as well as the elements of a more narrowly defined learning environment. From this perspective, it is important to look at the elements that should be considered in designing a supportive learning environment for students’ reflective thinking. These include different