The effect of guided inquiry on student misconceptions in chemistry

Abstract

The research in this study was designed to answer the research question: Does teaching chemistry by the method of guided inquiry correct student misconceptions? Two chemistry concepts were the focus of the study. One concept studied was the production of light by atomic emissions (including characteristic properties of both waves and light). The other concept studies was acid/base theory. A two-tiered multiple-choice pretest was administered to participants before the start of each unit. Following each unit, the same two-tiered multiple-choice test was administered as a posttest. Sixty-four students from a semi-rural high school in Northwestern Pennsylvania participated in the study across three levels of chemistry: Advanced Placement Chemistry, Chemistry I, and conceptual Chemistry. The mean score increased in the positive direction for participants in all three levels of chemistry by the time of the posttest. In addition, many students provided answers with written responses that indicated that certain previously documented misconceptions had been corrected. Also, most of the participants were able to successfully apply the scientific method to complete culminating authentic assessments during the study. These conclusions are substantiated by both quantitative statistical data and qualitative written response and interview data. Students in Chemistry I experienced the most substantial gains among the participants. The students in this study reported that they had gained more understanding from guided inquiry activities and preferred this form of science instruction in chemistry.