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Enhancing Research Skills in Chemistry Education via Integrated Project and Inquiry-Based Learning in a STEM Context

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Title: Enhancing Research Skills in Chemistry Education via Integrated Project and Inquiry-Based Learning in a STEM Context
Language: English
Authors: Saulet Adal (ORCID 0009-0001-4101-3356), Salih Çepni (ORCID 0000-0003-2343-8796), Turar Akylbekova (ORCID 0000-0002-4329-8703), Aibat Ibraimov (ORCID 0000-0001-6462-9447), Xiaoli Dong (ORCID 0000-0002-3267-7548), Dinara Tlesbaeva (ORCID 0009-0002-5809-2676), Zhanar Korganbaeva (ORCID 0000-0002-3423-7116)
Source: Science Education International. 2025 36(4):458-469.
Availability: International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Research Skills, Skill Development, Chemistry, Active Learning, Student Projects, Inquiry, STEM Education, Laboratory Experiments, Undergraduate Students, Foreign Countries, College Science, Science Instruction, Teaching Methods, Multiple Literacies, Data Analysis, Public Speaking, Majors (Students), Preservice Teachers, Science Teachers, Schools of Education
Geographic Terms: Kazakhstan
ISSN: 1450-104X
2077-2327
Abstract: This study examines the effectiveness of an integrated project-based learning (PjBL) and inquiry-based learning (IBL) framework in enhancing research competencies and laboratory literacy among undergraduate chemistry students in Kazakhstan. Traditional laboratory instruction in the region remains predominantly procedural, offering limited opportunities for authentic scientific inquiry. To bridge this gap, a research-oriented instructional module was implemented with 18 2nd-year chemistry students using a mixed-methods design grounded in constructivist learning theory. Over a 6 weeks analytical chemistry laboratory program, participants engaged in hypothesis formulation, experimental planning, ultraviolet spectrophotometric analysis of caffeine content in coffee, data interpretation, and presentation of findings. Research skill development was evaluated using pre- and post-intervention surveys, structured questionnaires, and a five-point analytical rubric assessing six dimensions: literature review, hypothesis formulation, experimental execution, statistical data processing, scientific report writing, and oral presentation. Statistical analyses showed significant improvements across all dimensions (paired t-test, p < 0.05), with normalized gain (N-Gain) values ranging from 0.48 to 0.61, indicating moderate to high learning gains. The largest improvement was recorded in scientific report writing (mean increase of 1.76 points; 85.6% relative gain). Qualitative feedback further revealed strengthened inquiry skills, increased independence, improved collaborative problem-solving, and greater confidence in scientific communication. Overall, the findings demonstrate that integrating PjBL and IBL substantially enhances students' research competence and analytical capabilities. The proposed instructional model provides a scalable and replicable framework for fostering active learning and preparing research-oriented graduates in higher STEM education.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1498293
Database: ERIC
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  Data: This study examines the effectiveness of an integrated project-based learning (PjBL) and inquiry-based learning (IBL) framework in enhancing research competencies and laboratory literacy among undergraduate chemistry students in Kazakhstan. Traditional laboratory instruction in the region remains predominantly procedural, offering limited opportunities for authentic scientific inquiry. To bridge this gap, a research-oriented instructional module was implemented with 18 2nd-year chemistry students using a mixed-methods design grounded in constructivist learning theory. Over a 6 weeks analytical chemistry laboratory program, participants engaged in hypothesis formulation, experimental planning, ultraviolet spectrophotometric analysis of caffeine content in coffee, data interpretation, and presentation of findings. Research skill development was evaluated using pre- and post-intervention surveys, structured questionnaires, and a five-point analytical rubric assessing six dimensions: literature review, hypothesis formulation, experimental execution, statistical data processing, scientific report writing, and oral presentation. Statistical analyses showed significant improvements across all dimensions (paired t-test, p &lt; 0.05), with normalized gain (N-Gain) values ranging from 0.48 to 0.61, indicating moderate to high learning gains. The largest improvement was recorded in scientific report writing (mean increase of 1.76 points; 85.6% relative gain). Qualitative feedback further revealed strengthened inquiry skills, increased independence, improved collaborative problem-solving, and greater confidence in scientific communication. Overall, the findings demonstrate that integrating PjBL and IBL substantially enhances students&#39; research competence and analytical capabilities. The proposed instructional model provides a scalable and replicable framework for fostering active learning and preparing research-oriented graduates in higher STEM education.
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        PageCount: 12
        StartPage: 458
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      – SubjectFull: Research Skills
        Type: general
      – SubjectFull: Skill Development
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      – SubjectFull: Chemistry
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      – SubjectFull: Student Projects
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      – SubjectFull: Inquiry
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