Rapid change in modern society requires higher levels of learning such as the acquisition of adaptive or “schematic” knowledge. Rather than the efficiency of simply applying what one has learned, the schematic knowledge acquisition emphasizes portability, sustainability, and dependability of learning outcomes. Schematic knowledge is expected to allow the learners to apply them to solve the wider scope of similar problems, as well as to identify new problems and create new solutions. We have been developing and testing college level learning environments to enhance the acquisition of such schematic knowledge in the domain of cognitive science, by heavily relying on understandings of how and why collaborative reflection benefits learning. In the two-year curricular we have developed, the students are first introduced to the notion of schematic learning by experiencing their own formation of schemata, and then are guided to reflect upon the process, through carefully designed collaborative activities. They will also be encouraged to integrate their experiences to technical literature through collaborative discussion in a dynamically arranged jigsaw variations. I will report on the theoretical bases of our practice, concrete learning activities, technological supports, and some results of the evaluative analyses of the learning processes and the outcomes.