1. The Effect of Inquiry Laboratory on Conceptual Understanding
Miha Lee California State University Northridge

2. Overview of Study Participants: Korean 11th Graders
Subject and unit: Chemistry I, Metal
Conceptual development
Inquiry laboratory

3. Framework for Study

4. Conceptual Development 1
Prior knowledge as p-prims
Concept a: matter that conduct (heat) and electricity
Concept b: matter that has malleability and ductility
Concept c: matter that has metallic luster
Concept d: matter in a solid state at room temperature
Two ways for the revision
Multiplicity: Increase p-prims
Systematicity: Prioritize p-prims

5. Conceptual Development 2
Alternative concepts => decrease
Chemistry concepts => increase
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6. Conceptual Development 3
Evolution of 100 students from Concepts a, b, c, &d to 1, 2, 3

7. Conceptual Development 4
Evolution of 98 students from Concept a to Concept 1

8. Conclusion for Conceptual Development
Tenacity of alternative concepts
Diversity of learning paths.
Major learning paths: from big four alternative concepts to big three chemistry concepts
Conceptual change as a slow revision of initial cognitive system.

9. Inquiry laboratory 1 Efficiency for learning content knowledge
Very effective: more than 90% achievement in the tests
Learning by doing: motivation
Low level of knowledge processing
Accumulation of new knowledge from more experiences

10. Inquiry laboratory 2 Efficiency for conceptual understanding
Ineffective: only 40% achievement
High level of knowledge processing
Need to develop generalization or insight into accumulated knowledge
Providing information for the lab
Discussion with the teacher after the lab