Sixteenth International Conference on the Arts in Society

Abstract

This research aims to compare the effects of transition inquiry-based experiment with different inquiry levels in qualitative organic analysis on students’ inquiry skills. For this purpose, A mixed methods approach was used in research. Purposive sampling chose the participants of the study. There were composed of 16 first year undergraduate students in food science and technology program.They were 4 males and 12 females. These students enrolled in the organic chemistry laboratory course in the second semester of the 2017 academic year. The practical work consists of four experiments: Qualitative elemental analysis of organic compounds, Classification of organic compounds by solubility tests, Identification of organic compounds by functional groups tests and, Identification of unknown organic compounds. Each experiment took 2 hours per week. The participants have carried out the inquiry experiment for four weeks. A lab report collected inquiry skills during the students’ learning in the class. The results of the study showed that there was a significant difference in the practical work between structured inquiry and guided inquiry in posing questions, analyzing and interpreting data, and constructing explanations and communicating results. Paired t-test analysis of inquiry skills scores showed that there was a significant difference in the practical work on guided inquiry and open inquiry. Besides, inquiry skill on open inquiry is grated score than other inquiry levels. The practical instructional work could promote student’s inquiry skills. It had the sense of crucial feather of scientific inquiry that could lead them to enhance the scientific learning knowledge.