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Adapting an Inquiry-Based Approach for Undergraduate Chemistry Laboratory Courses: An Exploratory Study


Affiliations
1 Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Anushakti Nagar. Mankhurd, Mumbai 400 088, India, India
 

The exploratory study presented here is regarding the implementation of an inquiry-based instructional module developed for undergraduate chemistry laboratory courses. The study aims at understanding the challenges in execution of such a module and suggest ways for its effective implementation. It is important to bring changes in the present conventional practices to develop students as independent investigators and for learning experiences that are inquiry-driven, discussion-based and flexible as recommended by the NEP 2020. Based on this study, we suggest that the transition to inquiry approaches should be gradual. Further, students need adequate scaffolding of the learning process to help them in such a transition

Keywords

Exploratory Study, Inquiry-Based Module, Learning Process, Undergraduate Chemistry Laboratory Courses, Vitamin C.
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Abstract Views: 252

PDF Views: 97




  • Adapting an Inquiry-Based Approach for Undergraduate Chemistry Laboratory Courses: An Exploratory Study

Abstract Views: 252  |  PDF Views: 97

Authors

Sujatha Varadarajan
Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Anushakti Nagar. Mankhurd, Mumbai 400 088, India, India
Savita Ladage
Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, V.N. Purav Marg, Anushakti Nagar. Mankhurd, Mumbai 400 088, India, India

Abstract


The exploratory study presented here is regarding the implementation of an inquiry-based instructional module developed for undergraduate chemistry laboratory courses. The study aims at understanding the challenges in execution of such a module and suggest ways for its effective implementation. It is important to bring changes in the present conventional practices to develop students as independent investigators and for learning experiences that are inquiry-driven, discussion-based and flexible as recommended by the NEP 2020. Based on this study, we suggest that the transition to inquiry approaches should be gradual. Further, students need adequate scaffolding of the learning process to help them in such a transition

Keywords


Exploratory Study, Inquiry-Based Module, Learning Process, Undergraduate Chemistry Laboratory Courses, Vitamin C.

References





DOI: https://doi.org/10.18520/cs%2Fv121%2Fi3%2F354-359