This decade-long study (2015–2026) investigates how pre-service chemistry teachers’ epistemic orientations – their characteristic ways of accessing, engaging with, and constructing knowledge – evolve across a five-year Bachelor of Chemistry...
This study examined the effects of integrating cognitive emotion regulation (CER) training into an undergraduate chemistry laboratory course on students ' emotion regulation and laboratory competence. A quasi-experimental nonequivalentgroup pretest-posttest...
The study investigated pre-university students' perceptions of the green chemistry laboratory learning environment. Students' perceptions of the laboratory learning environment are important because they provide an indication of how laboratory...
This study examines the role of microcycles as analytical units for investigating the situated mobilization of professional knowledge. Microcycles refer to fine-grained reflect–plan–teach processes associated with particular instructional moves within...
This study examines the impact of inquiry-based pedagogy (IBP) on 11th-grade students’ conceptual understanding and conceptual retention of chemistry concepts in the Dominican Republic. A quasi-experimental, mixed-methods design was employed, involving an experimental group ( n = 13) that received inquiry-based instruction through the guided inquiry design (GID) model and a control group ( n = 15) that received direct lecture-based instruction over a one-month instructional period. Conceptual understanding and conceptual retention were assessed using adapted versions of the chemistry conceptual reasoning test (CCRT), administered as a pretest, posttest, and delayed test. Analysis of covariance (ANCOVA), controlling for pretest scores and gender, revealed a statistically significant advantage for the IBP group in overall conceptual understanding ( p = 0.006, Cohen's d = 1.20), with stronger effects observed for atomic theory and chemical bonding than for properties of the elements. Results also indicated higher levels of conceptual retention among students exposed to inquiry-based instruction. Qualitative data from semi-structured interviews further elaborated these findings, revealing how inquiry-based pedagogy fostered greater student engagement, deeper reasoning, and more meaningful conceptual understanding through interconnected social, cognitive, and epistemic learning experiences. Overall, the study concludes that inquiry-based pedagogy is a context-sensitive but effective instructional approach for enhancing conceptual learning and retention in secondary-level chemistry, particularly in developing educational contexts, and supports its thoughtful integration into chemistry teaching practices.
