Learning Chemistry Is Also Learning to Self-Regulate: How to Improve Understanding of What Is Done and How It Is Done in the Laboratory
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Abstract
This article presents an experience focused on self-regulated learning among university students in a general chemistry laboratory. The aim was to reduce the gap between the theoretical concepts addressed in class and the experimental activities carried out in the laboratory through the use of an instrument called the “orientation base.” The data were analyzed using a qualitative approach, identifying three emerging categories: representation, anticipation, and action planning. The results show that the instrument fosters the construction of scaffolds that support the regulation of procedures and allow for a precise establishment of the theory–practice relationship under specific conditions. Finally, the implications of these findings are discussed in terms of strengthening the links between theory and practice, as well as promoting effective self-regulation processes in experimental educational contexts.
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