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THE IMPACT OF INQUIRY-BASED LEARNING ON LEARNERS' UNDERSTANDING OF CHEMICAL CHANGE: A QUASI-EXPERIMENTAL STUDY

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Název: THE IMPACT OF INQUIRY-BASED LEARNING ON LEARNERS' UNDERSTANDING OF CHEMICAL CHANGE: A QUASI-EXPERIMENTAL STUDY
Autoři: Nkosinathi Willy Nkosi, Abraham Tlhalefang Motlhabane
Zdroj: Unesa Journal of Chemical Education, Vol 14, Iss 2, Pp 148-159 (2025)
Informace o vydavateli: Universitas Negeri Surabaya, 2025.
Rok vydání: 2025
Témata: learner-centered approach, Chemistry, scientific concepts, Science, inquiry-based learning, Education (General), L7-991, chemical change, QD1-999, conceptual understanding, Education
Popis: Chemical change is a fundamental yet challenging concept in Chemistry. This quasi-experimental study used a pretest-posttest non-equivalent groups design to investigate the impact of inquiry-based learning on learners' conceptual understanding of chemical change. Seventy-three learners received inquiry-based instruction, while sixty-nine learners received traditional teaching methods. The results showed significant improvement in the experimental group's conceptual understanding, with medium to high N-Gain scores indicating notable enhancement. In contrast, the control group demonstrated minimal improvements, with low N-Gain scores indicating limited enhancement. The findings suggest that inquiry-based learning effectively promotes learners' conceptual understanding of chemical change. This approach encourages active engagement with scientific concepts, develops critical thinking skills, and fosters a deeper understanding of complex phenomena. The study's results have implications for science education, highlighting the importance of incorporating inquiry-based learning into the science curriculum. The findings contribute to existing research on inquiry-based learning, underscoring its potential to enhance learners' conceptual understanding and promote excellence in science education.
Druh dokumentu: Article
ISSN: 2252-9454
DOI: 10.26740/ujced.v14n2.p127-138
Přístupová URL adresa: https://doaj.org/article/5aa4a9c07773414ba99ff02b3d56d0ff
Přístupové číslo: edsair.doi.dedup.....fabf48ef554cd5f2cef89e2e056bda68
Databáze: OpenAIRE
Popis
Abstrakt:Chemical change is a fundamental yet challenging concept in Chemistry. This quasi-experimental study used a pretest-posttest non-equivalent groups design to investigate the impact of inquiry-based learning on learners' conceptual understanding of chemical change. Seventy-three learners received inquiry-based instruction, while sixty-nine learners received traditional teaching methods. The results showed significant improvement in the experimental group's conceptual understanding, with medium to high N-Gain scores indicating notable enhancement. In contrast, the control group demonstrated minimal improvements, with low N-Gain scores indicating limited enhancement. The findings suggest that inquiry-based learning effectively promotes learners' conceptual understanding of chemical change. This approach encourages active engagement with scientific concepts, develops critical thinking skills, and fosters a deeper understanding of complex phenomena. The study's results have implications for science education, highlighting the importance of incorporating inquiry-based learning into the science curriculum. The findings contribute to existing research on inquiry-based learning, underscoring its potential to enhance learners' conceptual understanding and promote excellence in science education.
ISSN:22529454
DOI:10.26740/ujced.v14n2.p127-138