Developing self-reflection in students: a case study in chemistry education†

Abstract

This study investigates innovative reflective practices in chemistry class through a combination of practical laboratory experiments and theoretical lectures in a high school setting. Conducted in three chemistry classes, the research engaged 33 students in acid–base titration experiments using a conductometer, combined with reflective and metacognitive activities. The aim was to assess students' self-reflection and their ability to integrate new knowledge with existing concepts. A flipped learning approach was utilized, where students first performed the titration experiment and then received theoretical lecture. Reflective tools, such as the 3-2-1 Bridge Thinking Routine and the One Minute Paper, facilitated metacognitive engagement and self-reflection on their own learning processes. Results indicated that while students effectively grasped essential conductometry concepts through practical engagement, their understanding was primarily content-focused. The reflective questions posed by students highlighted their interest in both theoretical and operational aspects, suggesting a need for a balanced approach that integrates cognitive, practical, and emotional dimensions in chemistry education.