Akademik Veri Yönetim Sistemi
Reflective Practice, 2026 (ESCI, Scopus)
Reflective thinking is an effective concept used in various disciplines. However, it is particularly prominent in the field of education and is one of the most used methods in learning and teaching. This study examines the perceptions of students new to high school who are experiencing a changing curriculum regarding chemistry lessons and how often they use indicators of reflective thinking. This article presents the findings of a mixed-methods study conducted with 40 students (aged 14–15) who had recently started high school. Qualitative research methods were used to evaluate the impact of the curriculum. Data were collected through semi-structured interviews with the students, and they were asked to write reflective journals at regular intervals. Quantitative data classified participants as either basic or advanced reflective thinkers based on the frequency of their reflective thinking. During the analysis process, factors contributing to differences in students’ perceptions of the changing chemistry curriculum and between the highest and lowest levels of reflective thinking were examined. The results indicate that the revised chemistry curriculum has a positive impact on students new to high school.