Current Science

Open Access Open Access  Restricted Access Subscription Access

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.
User
Notifications
Font Size

  • Bennet, S. W., Seery, M. and Sovegjarto-Wigbers, D., Practical work in higher level chemistry education. In Innovative Methods of Teaching and Learning Chemistry in Higher Education, London, Royal Society of Chemistry, 2009, pp. 85–102.

  • Zoller, U. and Pushkin, D., Matching higher-order cognitive skills (HOCS) promotion goals with problem-based laboratory practice in a freshman organic chemistry course. Chem. Edu. Res. Pract., 2007, 8(2), 153–171.

  • Domin, D. S., A review of laboratory instructional styles. J. Chem. Educ., 1999, 76(4), 543–547.

  • Kirschner, A., Sweller, J. and Clark, R. E., Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educ. Psychol., 2006, 41(2), 75–86.

  • Bruck, L. B., Bretz, S. L. and Towns, M. H., Characterizing the level of inquiry in the undergraduate laboratory. J. Coll. Sci. Teach., 2008, 87(12), 1416–1424.

  • Scott, P. and Pentecost, T. C., From verification to guided inquiry: what happens when a chemistry laboratory curriculum changes? J. Coll. Sci. Teach., 2013, 42(3), 82–88.


Abstract Views: 419

PDF Views: 132




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

Abstract Views: 419  |  PDF Views: 132

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