Inquiry-Based Learning in Chemistry Education: Exploring its Effectiveness and Implementation Strategies

Abstract

Inquiry-based learning (IBL) stands as a prominent pedagogical approach in contemporary chemistry education, aimed at fostering deeper conceptual understanding and critical thinking skills among students. This article delves into the effectiveness of IBL methodologies within the context of chemistry education and offers insights into various implementation strategies. Drawing upon a synthesis of empirical research, theoretical frameworks, and practical experiences, this paper examines the impact of IBL on student engagement, conceptual learning, and retention of knowledge in chemistry.