Inquiry based learning in the chemistry classroom

Abstract

Delivery of instruction can impact student learning in many ways. The purpose of this study was to determine the effectiveness of inquiry based instruction on student achievement and student attitude in high school Chemistry. Tests, surveys and interviews were used to compare data from one school year to the next. Quantitative data was gathered through a series of tests. These tests were used to determine gains in content knowledge and ability to solve problems. Surveys and interviews were used to measure qualitative data regarding the attitudes about learning chemistry. The control group was taught by traditional instruction through the use of lecture, note-taking, and textbook guided assignments. The experimental group was taught by the use of inquiry based lessons containing daily group activities, lab development, white-boarding and self-discovery tactics. The data in this study indicated that utilizing inquiry based instruction in the high school Chemistry classroom is an effective method for increasing content knowledge and positive attitudes about Chemistry.