Inquiring the Inquiry Laboratory in High School

Abstract

In this research study, two groups of chemistry students were compared: A group of students who participated in an inquiry-type laboratory program implemented in the context of high school chemistry, with a group of students who were involved in a more traditional-type laboratory method. Three subjects were assessed: (1) the students’ abilities to ask questions while conducting a chemistry experiment, (2) the students’ perception of their classroom laboratory learning environment, and (3) the students’ attitude toward the chemistry laboratory. In order to assess the development of inquiry skills, a practical test was administered. For the purpose of assessing the students’ perceptions of the chemistry laboratory learning environment and attitude towards laboratory work, the Hebrew version of the Science Laboratory Environment Inventory (SLEI) and, the ’Attitude towards Science Laboratory’ questionnaires were administered respectively. In general, it was found that the inquiry group outperformed the control in these variables. In addition it was found that the students who conduct inquiry-type activities in the chemistry laboratory developed the ability to ask more and better inquiry-type questions