نوع مقاله : مقاله پژوهشی
نویسنده
گروه آموزش شیمی دانشکده علوم پایه دانشگاه فرهنگیان تهران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Inquiry-based teaching is recognized as an active method for understanding explored phenomena, capable of enhancing learners' reasoning and comprehension skills. This study aims to assess the level of students' conceptual understanding in chemistry using the SOLO (Structure of Observed Learning Outcomes) model within an inquiry-based chemistry teaching framework, thereby elucidating how the interplay of this method contributes to improving learners' conceptual understanding. This qualitative study employed a conventional content analysis approach. Participants were selected through purposive sampling and data collection continued until saturation was achieved. Data were gathered via semi-structured interviews with ten groups of first-year students (three students per group) at Ma’refat High School in Tehran, following the completion of an inquiry-based chemistry unit. The data were analyzed using conventional content analysis, and findings were validated through member checking and peer review. The analysis of the interviews revealed that approximately 43% of students performed at the unistructural level, while 57% achieved higher levels (relational and extended abstract multistructural levels). Science stream students outperformed mathematics stream students, with 60% versus 53% reaching higher levels, respectively. Responses were further analyzed to identify types of reasoning, problem-solving strategies, and common conceptual misconceptions. The SOLO model enables teachers to evaluate learning outcomes and assess students' understanding. To enhance students' conceptual grasp of chemistry and improve their practical skills, it is recommended that educators adopt inquiry-based teaching methods, which effectively foster deeper conceptual understanding. These findings align with prior research. Consequently, establishing appropriate mechanisms to promote inquiry-based teaching holds significant importance for curriculum planners and textbook authors.
کلیدواژهها [English]
)