Research in Science Education

, Volume 43, Issue 1, pp 413–435

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

Article

DOI: 10.1007/s11165-011-9275-9

Cite this article as:
Acar Sesen, B. & Tarhan, L. Res Sci Educ (2013) 43: 413. doi:10.1007/s11165-011-9275-9

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.

Keywords

Attitude towards chemistry laboratoryAttitude towards chemistry lessonChemistry educationElectrochemistryInquiry-based laboratory

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Hasan Ali Yucel Education Faculty, Department of Science EducationIstanbul UniversityEminonu, IstanbulTurkey
  2. 2.Science Faculty, Chemistry DepartmentDokuz Eylul UniversityBuca, IzmirTurkey