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.