Abstract:

This study investigated the effects of using metacognitive activities in a chemistry laboratory, on the conceptual understanding of university students. A sample of freshman students was randomly assigned to either of two groups, the control group or the experimental group. Students in the control group conducted the experiments as they would do in conventional laboratory sessions. The students in the experimental group conducted the same experiments but also received a treatment including metacognitive prompts, feedback, reflection, and pre- and post- laboratory instruction discussions. The results revealed that the experimental group’s scores for conceptual understanding in particular topics were significantly higher than those of the control group’s, although both groups displayed some confusion about reaction rate and chemical equilibrium.

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