Using Inquiry to Facilitate Meaningful Learning in Inorganic Chemistry Qualitative Analysis

Abstract

Many teachers find that their students do not seem to be able to link what they do in the laboratory with what they learn in the classroom. As such, students are unaware of what to think about and take note of during experiments; the same situation exists in Singapore. For example, research using a two-tier multiple choice diagnostic instrument has shown that Singapore secondary and junior college students, as well as graduate pre-service teachers, have difficulty understanding the procedures and reactions involved in basic inorganic chemistry qualitative analysis practical work. To address these difficulties and make learning during practical work more meaningful, an inquiry-based approach to learning basic qualitative analysis was developed to engage students in learning the key procedures, reactions and concepts involved through empirical investigations. The inquiry-based instructional package was implemented in one school and the same diagnostic instrument was administered to the students involved 4 months later. The results indicated that the secondary 4 students who had undergone the instructional package obtained better scores than the secondary 4 students involved in the first study and had lower levels of alternative conceptions. This indicated the feasibility of using inquiry to facilitate students’ understanding and application of science concepts during practical work.