Integrating scaffolding and metacognition into titrations

Metacognition is key to successful learning. In chemistry, where practical experiment work often requires students to integrate observations, theory and decision-making, we frequently overlook the opportunity to foster metacognitive thinking. A new study of senior high school students utilised the 3-2-1 Bridge and the One-minute paper scaffolded approaches in a flipped-practical acid–base titration using conductometry. The flipped-practical approach promoted curiosity and engaged the students. However, they focused heavily on content, rather than metacognitive aspects. Read this article for teaching tips to apply the approach in your classroom.