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Inquiry-Based Laboratory Activities in Electrochemistry: High School Students’ Achievements and Attitudes

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Abstract

This study aimed to investigate the effects of inquiry-based laboratory activities on high school students’ understanding of electrochemistry and attitudes towards chemistry and laboratory work. The participants were 62 high school students (average age 17 years) in an urban public high school in Turkey. Students were assigned to experimental (N = 30) and control groups (N = 32). The experimental group was taught using inquiry-based laboratory activities developed by the researchers and the control group was instructed using traditional laboratory activities. The results of the study indicated that instruction based on inquiry-based laboratory activities caused a significantly better acquisition of scientific concepts related to electrochemistry, and produced significantly higher positive attitudes towards chemistry and laboratory. In the light of the findings, it is suggested that inquiry-based laboratory activities should be developed and applied to promote students’ understanding in chemistry subjects and to improve their positive attitudes.

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Acknowledgement

This study was supported by The Scientific and Technological Research Council of Turkey (TUB-105K058).

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Authors and Affiliations

  1. Hasan Ali Yucel Education Faculty, Department of Science Education, Istanbul University, 34452, Eminonu, Istanbul, Turkey

    Burcin Acar Sesen

  2. Science Faculty, Chemistry Department, Dokuz Eylul University, 35160, Buca, Izmir, Turkey

    Leman Tarhan

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  1. Burcin Acar Sesen
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  2. Leman Tarhan
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Correspondence to Leman Tarhan.

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Acar Sesen, B., Tarhan, L. Inquiry-Based Laboratory Activities in Electrochemistry: High School Students’ Achievements and Attitudes. Res Sci Educ 43, 413–435 (2013). https://doi.org/10.1007/s11165-011-9275-9

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