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Comparison between guided inquiry and traditional teaching approach of ionic bonding
Vlassi M., Karaliota A .
(National and Kapodistrian University of Athens-Department of Chemistry)
Paper in National Conference proceedings
Greek
This research was conducted among 180 secondary school students in the 10th grade (15-16 years old) and aimed at quantitating the higher effectiveness of the guided inquiry teaching method relative to the traditional teaching method of the phenomenon of ionic bonding. Measurements of the test scores before and after the application of each teaching method showed that the group of students taught via guided enquiry achieved approximately 8% higher average scores relative to the control group. This difference is statistically significant. In addition, the use of the guided inquiry invoked enthusiasm among students and aroused their interest towards the chemistry concept taught. Guided inquiry can achieve increased understanding of chemistry concepts and development of critical thinking.
The documents provides interesting data that support the notion that the use of hands-on simple experimental activities performed with the help of a guide, significantly enhances the learner’s interest and enthusiasm for chemistry. The educational result is systematically higher relative to what achieved via the standard teaching methods.
Gekos Mihalis
T.E.I of Ionian Islands
Researcher