Feedback Literacy: a catalyst for lifelong learning from a chemistry education perspective

Abstract

‘Feedback’ is ubiquitous in life! Most people are constantly engaged in processes of generating or receiving different forms of feedback daily, across diverse facets of our lives. Whether we are being invited to complete an online poll after some form of interaction with a service provider; or seeking affirmation through social media; or simply thinking about our own thinking, these activities involve different forms of feedback process. In this editorial, I am exploring a topic that is deeply relevant to my own values and beliefs as a teacher in how best to support student learning in chemistry through feedback processes. I share recent education research that has moved the position of feedback from one of teacher-centric information transfer to one of learner-centric active learning based on developing feedback literacy. In reflecting on this position, I recognise that chemistry education research is ideally placed to build students' capacity in feedback literacy. Our community can capture and share further empirical evidence of strategies that effectively engage students in seeking, processing and acting on feedback as part of chemistry learning.