This study examines how reflection on learning is understood and supported among primary school students during lessons. In response to the growing importance of this process in modern education, a semi-systematic literature review was conducted. A total of 42 sources were selected from databases such as Google Scholar, ERIC, Scopus, Web of Science, ScienceDirect, and others, based on inclusion criteria focused on the development of the concept of reflection, primary education, and classroom practices related to reflection on learning.

The analysis revealed that the origins of reflection lie in philosophy (Socrates, Descartes, Locke, Kant), and the concept was introduced into education by J. Dewey, who emphasized that learning happens not through experience itself but through reflection on experience. Based on the theories of J. Piaget, L. S. Vygotsky, and J. H. Flavell, the review explores the developmental stage at which children can begin to reflect consciously and why this is significant in the context of primary education. This theoretical foundation contributes to a deeper understanding of reflection and its development—from philosophical inquiry to modern pedagogical practice—where it is now considered a key element in learning.

The study found that reflection on learning helps students identify and articulate what they learned, what went well, what was challenging, and what they could do differently next time to achieve better outcomes. It strengthens students’ ability to regulate their own learning, fosters independence, and promotes responsibility. However, in many classrooms, reflection on learning is infrequent, fragmented, or entirely absent. The research highlights the teacher's central role as the enabler of this process—deciding how often, when, and in what form reflection on learning takes place.

It is recommended that primary school teachers plan reflection on learning activities more intentionally during lessons, selecting age-appropriate and engaging tasks. These activities should not only focus on what was learned, but also encourage students to reflect on how they learned, what strategies they used, what challenges they faced, what helped or hindered them, and how they felt throughout the learning process.

Keywords: Primary school students, reflection on learning.