Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills
Abstract
:1. Introduction
2. Theoretical Framework
- Students must recognize that science is more than memorization and knowledge of facts.
- Students should have the opportunity to develop new knowledge built from their prior knowledge and scientific ideas.
- Knowledge is influenced by the learner’s social environment, so they should have the opportunity to learn from others.
- Students must take control of their own learning.
- The extent to which students are able to learn with deep understanding will influence how their knowledge transfers to real-life contexts.
- Engagement. This first phase involves learners in the learning task. The activities are aim to make connections with previous experiences and expose their misconceptions. The way of involving and focusing the instructional task can be through a question, the definition of a problem, the representation of a problematic situation or the presentation of an event.
- Exploration. The exploration activities are designed for students to have concrete experiences that allow them to formulate concepts, processes and skills that facilitate conceptual change [59,60,61]. It can be laboratory or educational software activities that can help generate new ideas, explore questions and possibilities, and design and lead to preliminary research. The teacher plays a facilitator and animator role at this stage.
- Explanation. This phase focuses the students’ attention on a particular aspect of their previous experiences and allows them to demonstrate their conceptual understanding, processing ability or behavior. It explains their understanding of the concept and allows teachers, in turn, to introduce a new concept, process, or skill, with an explanation that can guide them to a deeper understanding.
- Elaboration. During this phase learners discuss and carry out information and search tasks, presenting and defending their approach to the instructional task, resulting in a better definition of the task [54], (p. 10).
- Evaluation. This is the phase where learners use their acquired skills to assess their learning. In addition, they receive feedback on the appropriateness of their explanations. Informal assessment can take place at the beginning and during the development of the 5E cycle. Formal assessment can take place after the elaboration phase by assessing the results.
3. Research Objectives
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- To show how using inquiry-based activities in the teaching of Chemistry in Compulsory Secondary Education can help students develop 21st century skills.
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- To analyze the results of student evaluation of a pilot test of the application of inquiry-based activities in chemical engineering to determine what 21st century skills are being developed.
4. Methodology
4.1. Participants
4.2. Instruments
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- Chemical Engineering Inquiry Sheets “Rubber”, “Graphene”, “Gelatine” and “Plastic Containers”, to work in the classroom according to the 5E methodology. These inquiry activities have been designed with the local chemical industry in mind (Bridgestone Hispania S.A., Grupo Antolín, Hispanagar and Torreplas S.L., respectively). In other words, each of the topics around which each inquiry is carried out is related to a specific local industry. Appendix B introduces, as an example, the inquiry form “Rubber”.
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- Assessment rubrics including systematic observation of students during class, inquiry report, teamwork and student oral presentation (Appendix C).
4.3. Development of the Activity
4.3.1. Regarding Objective 1: To Show How Using Inquiry-Based Activities in the Teaching of Chemistry in Compulsory Secondary Education Can Help Students Develop 21st Century Skills
4.3.2. Regarding Objective 2: To Analyze the Results of Student Evaluation of a Pilot Test of the Application of Inquiry-based Activities in Chemical Engineering to Determine What 21st Century Skills Are Being Developed
5. Results
5.1. Regarding Objective 1: To Show How Using Inquiry-Based Activities in the Teaching of Chemistry in Compulsory Secondary Education Can Help Students Develop 21st Century Skills
5.2. Regarding Objective 2: To Analyze the Results of Student Evaluation of a Pilot Test of the Application of Inquiry-Based Activities in Chemical Engineering to Determine What 21st Century Skills Are Being Developed
6. Discussion
7. Conclusions
8. Limitations and Future Lines of Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. Core Skills Definition
Appendix B. Chemical Industry in the Classroom. Organic Chemistry. Polymers
- Raw Materials for the manufacture of tires.
- Industrial manufacturing process.
- Factories in the city of Burgos dedicated to this work.
- Focusing on natural rubber to investigate: its chemical composition, its properties and characteristics, and the natural process of obtaining.
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- What differences are observed between the rubber and the final rubber of the tires?
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- What is the key chemical process that causes this transformation?
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- How has this process evolved throughout history?
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- What properties of rubber make it be used in the manufacture of these products?
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- What companies exist in your environment dedicated to this manufacture? Select one of them, investigate what products they manufacture. How do you assess the importance of these in your daily life?
- The research work on rubber is carried out in groups.
- A final report is made, where the information collected in the work is presented, the answer to the questions raised and the final reflections specified below.
- Rate team work.
- What have you learned from this little inquiry?
- After doing the work, how do you assess the importance of rubber in our daily lives?
Appendix C
Evaluation Rubric | ||||
4 | 3 | 2 | 1 | |
O1. Content | The report incorporates all the indicated sections. | The report incorporates between 75–50% of the sections. | The report incorporates between 50–25% of the sections. | The report incorporates less than 25% of the sections. |
O2. Answers to questions | All questions asked are correctly answered. | 75% of the questions are correctly answered. | 50% of the questions are correctly answered. | Less than 50% of the questions are correctly answered. |
O3. Quality of the information | The information is original and is presented elaborate. | The information is original, but it is brief. | The information is original, but not very elaborate. | The information is original, but it is not adapted to what is required. |
O4.1. Reflection | The answers present a deep reflection. | Responses show superficial reflection. | The answers present a vague and erroneous reflection. | Only some answers contain a vague and erroneous reflection. |
O4.2. Information Structuring | The information structure is excellent. | The information structure is adequate, but can be improved. | The information structure has important shortcomings. | The information is displayed in a disorderly. |
O5. Digital Resources | The report is accompanied by a diversity of digital resources (video, image, web pages, etc.), some prepared by the students. | The report is accompanied by a variety of resources (video, image, web pages, etc.). | The report is accompanied by some digital resources. | The work does not contain digital resources. |
O6. Grammar and spelling | There are no grammatical or spelling errors. | There are hardly any grammatical or spelling errors. | There are quite a few grammatical and spelling errors. | There are many grammatical and spelling errors. |
O7.1. Cooperative work | The group has been organized according to roles and develops the activity adequately. | The group has been organized according to the roles and develops the activity properly. On occasion is distracted. | The group has not been organized according to the roles, although they carry out the activity. Some people in the group just watch. | The group has not been organized according to the roles, and some people in the group just watch. Sometimes they talk about things unrelated to the activity. |
O7.2. Team work | Group work is shown (all team members answer questions from any part of the work). | Group work is not shown (each member answers questions about a part of the work), although the parts are related. | It is about individual work put together. | No type of group work is observed. |
O8. Deadlines and Time | The completed work is presented within the agreed deadline. | By the deadline, the work is incomplete. | Within the set deadline, the work delivered is incomplete and unstructured. | Work is not submitted by the deadline. |
O9.1. Presentation style | The presentation is attractive (videos, examples) and the correct and clear expression to explain the content. | The presentation is appropriate, the presentation is entertaining at times, the report is not read. and gestures, eye contact. | The exposition is generally correct, albeit unclear, and generally, appropriate gestures, eye contact, or tone of voice are not used. | They do not use an appropriate presentation style, the expression is not correct or clear, and they continually read from the slides. |
O9.2. Information processing | There is conceptual rigor in the treatment of information. | In general, the information is well treated and it seems that the students have understood a large part of the assigned topic. | The information is not treated, in general with conceptual rigor and the reasoning is not timely. | The students do not treat the information with conceptual rigor and do not seem to have understood the assigned topic. |
O9.3. Elements used in the exhibition | Used different elements for the presentation (poster, video, slides). | In addition to the presentation, they have prepared another element for their exhibition (poster or video). | Used a proper slide show. | Used a very simple presentation or just use paper. |
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Skill | O1 | O2 | O3 | O4 | O5 | O6 | O7 | O8 | O9 |
---|---|---|---|---|---|---|---|---|---|
Civic Responsibility | X | X | |||||||
Creativity | X | X | X | ||||||
Critical Thinking | X | X | X | X | X | ||||
Cross-Cultural Skills | X | ||||||||
Disciplinary Knowledge | X | X | X | X | X | ||||
Ethics | X | X | |||||||
Global Awareness | X | ||||||||
Humanitarianism | X | ||||||||
Interpersonal Communication | X | X | X | X | |||||
Memory | X | X | |||||||
Networking | X | X | |||||||
Organizational Management | X | X | X | X | X | X | |||
Problem Solving | X | X | X | ||||||
Public Speaking | X | X | X | ||||||
Self-Confidence | X | X | X | X | |||||
Self-Direction | X | X | X | X | X | X | |||
Strategy | X | X | |||||||
Teamwork | X | X | X | ||||||
Time Management | X | X | |||||||
Written Communication | X | X | X |
Item | Girls n = 14 | Boys n = 8 | Total | U | p * | |||
---|---|---|---|---|---|---|---|---|
M | SD | M | SD | M | SD | |||
O1. Content | 3.14 | 1.03 | 3.25 | 1.04 | 3.18 | 1.01 | 53 | 0.87 |
O2. Answers to the questions | 2.79 | 0.80 | 2.75 | 0.71 | 2.77 | 0.75 | 55.5 | 1 |
O3. Information Quality | 2.71 | 0.47 | 2.5 | 0.53 | 2.64 | 0.49 | 44 | 0.44 |
O4. Reflection and Structuring of Information | 2.14 | 0.95 | 1.75 | 0.89 | 2.00 | 0.93 | 43 | 0.40 |
O5. Digital Resources | 2.21 | 0.43 | 2.13 | 0.35 | 2.18 | 0.39 | 51 | 0.76 |
O6. Grammar and Spelling | 2.57 | 0.76 | 2.25 | 0.89 | 2.45 | 0.80 | 44 | 0.44 |
O7. Teamwork | 3.00 | 1.04 | 2.5 | 0.93 | 2.82 | 1.01 | 42 | 0.36 |
O8. Deadlines and Time | 2.50 | 1.09 | 2.13 | 0.99 | 2.36 | 1.05 | 44.5 | 0.45 |
O9. Exhibition | 2.86 | 0.77 | 2.63 | 0.92 | 2.77 | 0.81 | 45.5 | 0.50 |
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Diez-Ojeda, M.; Queiruga-Dios, M.Á.; Velasco-Pérez, N.; López-Iñesta, E.; Vázquez-Dorrío, J.B. Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills. Educ. Sci. 2021, 11, 475. https://doi.org/10.3390/educsci11090475
Diez-Ojeda M, Queiruga-Dios MÁ, Velasco-Pérez N, López-Iñesta E, Vázquez-Dorrío JB. Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills. Education Sciences. 2021; 11(9):475. https://doi.org/10.3390/educsci11090475
Chicago/Turabian StyleDiez-Ojeda, María, Miguel Ángel Queiruga-Dios, Noelia Velasco-Pérez, Emilia López-Iñesta, and José Benito Vázquez-Dorrío. 2021. "Inquiry through Industrial Chemistry in Compulsory Secondary Education for the Achievement of the Development of the 21st Century Skills" Education Sciences 11, no. 9: 475. https://doi.org/10.3390/educsci11090475