Inquiry-based or Recipe-based? : A study of students activity, commitment and understanding in two types of chemistry laboratory work

This study investigates how different types of chemistry laboratory instruction—one inquiry-based and one recipe-based—affect upper secondary students’ activity, conceptual understanding, and learning experiences. The aim was to explore how the degree of student autonomy during laboratory work influences engagement and learning in the context of redox chemistry. Data were collected through classroom observations and students’ written responses to content-focused and reflective questions. Observations were conducted on selected lab groups using a structured observation protocol focusing on activity, collaboration, theoretical reasoning, and engagement. Students' written responses were analysed thematically and categorized into different levels of conceptual quality based on predetermined learning goals. The results indicate that the inquiry-based laboratory led to higher levels of observed engagement and more nuanced reasoning in student responses, provided that sufficient support was offered. While the recipe-based lab ensured a consistent workflow among all students, it appeared to generate more superficial reasoning. Reflections from students in the inquiry-based setting revealed a stronger sense of ownership over the learning process, although some expressed uncertainty when instructions were less explicit. The study highlights the importance of scaffolding and strategic planning when implementing inquiry-based laboratory activities in chemistry education. It suggests that a balance between open-ended tasks and teacher guidance may promote deeper learning and increased student motivation.