INQUIRY BASED LABORATORY INSTRUCTIONS (IBLI) AS AN INNOVATIVE APPROACH TO THE TEACHING OF CHEMISTRY

Chemistry is an experimental science in which learner connect theoretical concepts with observation, evidence, experiment and explanation for meaningful learning.  Generally teaching of chemistry in many educational institutions still based on teacher centered, text book based explanation, predetermined laboratory procedures and rote memorization of concepts and reactions. Such teaching methods are not developing students’ curiosity, problem solving, critical thinking, laboratory skills and conceptual understanding. Inquiry Based Laboratory Instructions (IBLI) is a learner centered approach which offers an alternative pedagogical approach by transforming the laboratory from a place of following prescribed procedures to an environment of questioning, investigation, experimentation; evidence based reasoning and scientific communication. The present study adopts a qualitative literature based conceptual research methodology to examine Inquiry Based Laboratory Instructions (IBLI) as an innovative approach to the teaching of Chemistry. Inquiry Based Laboratory Instructions grounded constructivist learning theory, experiential learning theory, discovery learning theory and scientific inquiry, it can designed inquiry based laboratory methods which promote active engagement, conceptual understanding, scientific process skills, problem-solving skill, collaboration and positive attitude towards chemistry. This study also explain need for innovative approaches in chemistry teaching with some illustrative examples such as separation of mixtures, factors affecting the rate of a chemical reaction; acids, bases and natural indicators, factors affecting solubility and electrolysis of water.