SOLVING CHEMICAL PUZZLES: DETECTIVE MYSTERY AS A CONTEXT FOR TEAM-BASED LEARNING AND KNOWLEDGE INQUIRY

Engaging students in the process of learning chemistry is a significant challenge, prompting the growing use of active learning methods such as Detective Mystery. This study describes the application of this method in secondary school chemistry education, emphasizing its potential to develop analytical skills, collaboration, and logical thinking. The study presents two new chemistry-based Detective Mysteries designed by students of the Faculty of Chemistry at Jagiellonian University as part of their pre-service teacher training. The method's application was analyzed through observations, worksheets, and participant discussions. The research demonstrated that the method effectively engages students in learning, enhances their understanding of chemistry concepts, and fosters the development of social skills. The introduction of roles such as leader and secretary, along with worksheets, improved task organization and ensured equal participation. However, challenges were noted, including overcoming introversion, managing emotions, and coping with information overload. The presented puzzle scenarios differed in their scope of knowledge and approach, highlighting the flexibility of this method in adapting to various educational objectives. The conclusions underscore the need for adequate teacher preparation for implementing this method and reflection on its educational potential. This work serves as a valuable inspiration for chemistry teachers seeking to adopt innovative teaching approaches in schools. Keywords: detective mystery, active learning methods, chemistry education, microteaching, pre-service chemistry teacher training