De la teoría a la práctica: desarrollo de estrategias de metacognición, autorregulación y autoevaluación en laboratorios de química general en la enseñanza universitaria

Robinson Dinamarca; Verónica Yáñez-Monje

doi:10.31637/epsir-2024-1326

Authors

Robinson Dinamarca University of Concepción
Verónica Yáñez-Monje University of Concepción

DOI:

https://doi.org/10.31637/epsir-2024-1326

Keywords:

metacognition, self-regulation, self appraisal, reflective component, Feedback, laboratories, chemical literacy, higher education

Abstract

Introduction: Within the experimental teaching of chemistry, a confirmatory nature of the theory has prevailed, which makes chemical literacy difficult. Therefore, the present study seeks to investigate how the inclusion of a reflective component within the laboratory assessment contributes to promoting metacognition, self-regulation and self-assessment in science prospectives teachers. Methodology: The research is qualitative. It comprises an exploratory-descriptive scope and a Case Study design. The responses of 47 students in the assessments of 3 laboratories within the subject of General Chemistry were analyzed. An appreciation scale is applied to a subsample to determine their perception in relation with the applied pedagogical device. Results: The pupils showed an evolution in their information processing capacity and self-assessment throughout the laboratories. Discussion: This assessment innovation was effective in terms of promoting deeper and more meaningful learning, as well as developing metacognitive and self-regulatory students skills. Positive perceptions by the students, support the usefulness of this approach in chemical literacy. Conclusion: The assessment innovation contributed to improving academic performance, encouraged reflection and promoted more significant learning from the participants.

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Author Biographies

Robinson Dinamarca, University of Concepción

D. in Chemistry, with extensive and varied experience in university teaching, management and research related to the field of education and science didactics. Specialist in teacher training, teaching since 2019 subjects associated with pedagogical foundations, didactic designs and progressive practices. In the research field, his work includes the strengthening of disciplinary knowledge integrated to the teaching and learning process, in the area of science, currently serving as principal investigator of a postdoctoral project whose purpose is the improvement of university teaching.

Verónica Yáñez-Monje, University of Concepción

The author is an associate professor at the Universidad de Concepción and has a PhD in Assessment in Education from King's College London. Her experience in teacher education is closely linked to formative assessment and feedback. She has participated as director and/or co-investigator in several projects related to educational assessment. Her most recent publications report findings on: assessment criteria and their influence on the materialization of a formative classroom perspective, oral versus written feedback modalities and their manifestations in the repertoire of teaching practices, categorization of feedback messages, use of rubrics in the progressive monitoring of teacher competence development, and notions of learning underlying multiple feedback strategies.

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