Inquiry-Based Science Education in High Chemistry: Enhancing Oral and Written Communication Skills Through Authentic and Problem-Based Learning Activities

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Dades bibliogràfiques
Publicat a:	Education Sciences vol. 15, no. 3 (2025), p. 334
Autor principal:	Vilela, Marta
Altres autors:	Morais, Carla, Paiva, João C
Publicat:	MDPI AG
Matèries:	Problem solving Teaching Pedagogy Curricula Communication Student writing Learning activities Inquiry method Teachers Hypotheses Science education Knowledge Critical thinking Problem based learning Chemistry Qualitative research Secondary schools Research Skills Learning Motivation Active Learning Prior Learning Teaching Methods Learning Processes Communication Skills Content Area Writing Scientific Research Scientific Concepts Writing Instruction Student Participation Science Instruction Evaluative Thinking Science Interests Cognitive Structures Lifelong Learning Learner Engagement Educational Facilities Improvement Inquiry
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Descripció
Resum:	Student-centred learning requires a variety of approaches, such as inquiry-based learning and the tackling of authentic and problem-based learning activities, to make the teaching and learning process more meaningful and to encourage students to participate more actively in class. The inquiry approach enables students to investigate solutions to real problems, awakening their need to ask questions, design and conduct research, collect and analyse data, interpret results and present them in a structured way. This study investigates the influence of an inquiry-based science education (IBSE) module on the development of oral and written communication skills among 10th grade students. The study is set in a secondary school context and focuses on a problem-based learning approach centred around gases and dispersions. A total of 111 students participated in this one-group post-assessment qualitative study, where evaluation rubrics were applied to assess students’ written and oral communication, focusing on correctness, clarity and mastery of scientific language. The results showed that the majority of students performed well in both written and oral tasks, demonstrating improved scientific communication skills. This suggests that IBSE, particularly in the context of secondary education, can be an effective approach to fostering students’ abilities to communicate scientific concepts. The study has implications for enhancing pedagogical practices and encourages further research on the long-term effects of IBSE on student learning.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15030334
Font:	Education Database