This study investigates innovative reflective practices in chemistry class through a combination of practical laboratory experiments and theoretical lectures in a high school setting. Conducted in three chemistry classes, the research engaged 33 students in acid–base titration experiments using a conductometer, combined with reflective and metacognitive activities. The aim was to assess students' self-reflection and their ability to integrate new knowledge with existing concepts. A flipped learning approach was utilized, where students first performed the titration experiment and then received theoretical lecture. Reflective tools, such as the 3-2-1 Bridge Thinking Routine and the One Minute Paper, facilitated metacognitive engagement and self-reflection on their own learning processes. Results indicated that while students effectively grasped essential conductometry concepts through practical engagement, their understanding was primarily content-focused. The reflective questions posed by students highlighted their interest in both theoretical and operational aspects, suggesting a need for a balanced approach that integrates cognitive, practical, and emotional dimensions in chemistry education.

Information about the paper titled "AN INTEGRATED BLENDED LEARNING ECOSYSTEM FOR THE DEVELOPMENT OF THE DESIGN SKILLS OF TEACHERS-TO-BE" at IATED Digital Library