Inquiry-Based Learning in the Study of Chemical Disciplines

by Food Technologies Students

Olha Hulai

1 a

, Iryna Moroz

1 b

and Vasylyna Shemet

1 c

Lutsk National Technical University, Lvivska 75, Lutsk, 43018, Ukraine

Keywords:

Inquiry Based Learning, Science Learning, Teaching.

Abstract:

Inquiry-based learning, IBL is analyzed as an educational strategy in which students use research methods

and practices It is noted that the advantages of IBL are the development of curiosity and critical thinking, as

well as active, conscious and deep learning. The method of conducting laboratory classes in biochemistry

for students of specialty 181 Food technologies is given. The purpose of the research project “Milk” is to

provide a comprehensive biochemical assessment of milk as a valuable food product and to establish criteria

for assessing its quality. The application of the IBL strategy allows you to catch up, deepen, expand and

combine competencies in the main chemical disciplines. The implementation of IBL requires signiﬁcant

methodological efforts on the part of the teacher and a certain level of research skills and abilities of students.

Therefore, it is obvious that this technique will be effective in the ﬁnal classes of disciplines or in integrated

courses. The development of thinking strategies, which are the essence of research practice, will be extremely

useful in the performance of qualiﬁcation work.

1 INTRODUCTION

New strategies and approaches to teaching with an

emphasis on the use of multi-media resources are a

trend in modern pedagogy. Since the middle of the

twentieth century, the leading role in the study of nat-

ural sciences has been occupied by laboratory (practi-

cal) work. This involves direct interaction with equip-

ment or materials, individually or in small groups, and

includes observation and/or manipulation related to

practical activities as well. Today, the method of con-

ducting a lesson through the reproduction of a typical

instruction by a student is becoming a thing of the

past. The search and implementation of innovative

methods and techniques in the educational process is

relevant (Hulai and Kabak, 2022; Karnishyna et al.,

2022; Oliveira and Bonito, 2023).

Based on a systematic review of the literature,

Oliveira and Bonito (2023) state that the concept of

a laboratory (practical) lesson often includes three big

ideas: it should be an integrator of the manipulation of

materials in practice; to develop competencies related

to scientiﬁc processes aimed at a better understanding

https://orcid.org/0000-0002-1120-6165

https://orcid.org/0000-0001-9167-4876

https://orcid.org/0000-0001-8952-5097

of the nature of science; to mobilize scientiﬁc knowl-

edge in accordance with an approach aimed at aware-

ness.

Inquiry-based learning, IBL is an educational

strategy in which students use methods and prac-

tices similar to those used by professional scholars

to acquire new knowledge. It can be deﬁned as

the process of discovering new cause-and-effect re-

lationships, where the student formulates hypotheses

and tests them through experimentation and/or ob-

servation (Pedaste et al., 2012). It is worth noting

that the IBL is focused on students: what is new

knowledge to them is not, in most cases, new knowl-

edge to the world, even though scientists can ﬂex-

ibly use this approach in their discoveries of new

knowledge (Pedaste et al., 2015). The method is

used in teaching mathematics (both in high school

and at university) (Cushman et al., 2023; Ernst et al.,

2017), physics (Xaba and Sondlo, 2023), biology

(Chen et al., 2023; Majidova, 2023), natural science

(Camci and B

uksahin, 2023), chemistry (Camci

and B

uksahin, 2023; Finn and Bradley, 2023; Ochs

et al., 2023), foreign language (Lee, 2014), electronic

technology (Hussain et al., 2023). Note the effec-

tiveness of the application of IBL strategies in legal

(Greenﬁeld and Niemczyk, 2023) and medical (Finn

and Bradley, 2023) education.

Hulai, O., Moroz, I. and Shemet, V.

Inquiry-Based Learning in the Study of Chemical Disciplines by Food Technologies Students.

DOI: 10.5220/0012647000003737

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on History, Theor y and Methodology of Learning (ICHTML 2023), pages 107-113

ISBN: 978-989-758-579-1; ISSN: 2976-0836

107

Inquiry-based learning involves an intelligent

challenge (Zohar, 2023). It develops curiosity and in-

volves active, aware thinking, and deep learning re-

lated to issues of interest to students. Studies of for-

eign educators prove the beneﬁts of Inquiry-Based

Learning strategies to increase the level of emo-

tional intelligence and psychological health of stu-

dents (Sharma et al., 2023). Maharani et al. (2023)

state the effectiveness of IBL tools for improving crit-

ical thinking skills. Paidi et al. (2023) effectively

apply it in the study of biology to improve creative

thinking skills and independent learning.

There are 4 main IBL techniques (Guido, 2017),

which are perfectly illustrated by ﬁgure 1:

1. Conﬁrmation Inquiry. The teacher gives stu-

dents a question, the answer to it, and how to get

that answer. Their goal is to develop research and

critical thinking skills by learning how a particular

method works.

2. Structured Inquiry. The teacher asks the stu-

dents an open-ended question and suggests a re-

search method. They should use this method to

draw a conclusion supported by evidence.

3. Guided Inquiry. The teacher gives the students

an open-ended question. Usually, in groups, they

develop research methods to reach a conclusion.

4. Open Inquiry. The teacher only offers direction

and provides students their own support. They

ask original questions that they explore using their

own methods and ultimately present their results

for discussion and expansion.

IBL strategies are also not without some short-

comings and difﬁculties in implementation. With

mass use, they can become superﬁcial and formalized

(Zohar, 2023). It’s understandable that students who

don’t have the necessary thinking strategies and aren’t

used to applying them in their regular learning won’t

suddenly start using them when they switch to IBL.

That is why, in our opinion, it is expedient to use this

technology in the practice of university education.

The aim of the article is to demonstrate the prac-

tice of applying the IBL method in the educational

process of Lutsk National Technical University on the

example of conducting laboratory classes in biochem-

istry for bachelors in the specialty 181 Food Tech-

nologies.

2 METHODS

Based on the analysis of literary sources for imple-

mentation in the educational process, we chose the

IBL structure described in the work (Pedaste et al.,

2015). It includes ﬁve general stages: Orientation,

Conceptualization, Investigation, Conclusion (Out-

come), and Discussion (ﬁgure 2) and is non-linear in

nature. The content and expected outcome of each

stage are shown in table 1.

With the help of the arrows, three possible IBL

trajectories can be traced (Pedaste et al., 2015):

(a) Orientation – Questioning – Exploration (the abil-

ity to return to the Questioning in a loop) –Data

Interpretation – Conclusion;

(b) Orientation – Hypothesis Generation – Experi-

mentation – Data Interpretation –Hypothesis Gen-

eration – Experimentation (the ability to return to

the Hypothesis Generation in a loop) – Data Inter-

pretation – Conclusion;

tion – Exploration – Experimentation – Data In-

terpretation – Conclusion.

All stages are united by discussion in different for-

mats (student – teacher, student – student, group of

students).

On the basis of this model, a methodology was

developed and separate laboratory classes in the dis-

cipline “Biochemistry” were conducted for students

of the specialty 181 Food Technologies of Lutsk Na-

tional Technical University.

3 RESULTS

The educational program of the specialty 181 Food

Technologies contains 5 disciplines of the chemical

cycle, which are closely related, logically structured

and aimed at forming the basis of professional com-

petences. The IBL strategy is very well suited to

the ﬁnal topics of the course, dedicated to the chem-

ical characteristics of certain types of food raw ma-

terials and products. Examples of the application of

Inquiry-Based Learning in a workshop on chemical

disciplines is shown in table 2.

Teaching biochemistry (a discipline that com-

pletes the cycle of studying the chemical foundations

of food production) is based on the basic concepts and

skills acquired in the mastery of general, inorganic

and organic chemistry. In the laboratory practicum,

the skills acquired in the classes in physical, colloidal

and analytical chemistry are improved (Hulai et al.,

2023).

Let’s consider in detail the methodology of con-

ducting a laboratory lesson on the topic “Milk” using

IBL technology. The purpose of the study is to give

a comprehensive biochemical assessment of milk as

ICHTML 2023 - International Conference on History, Theory and Methodology of Learning

108

Figure 1: Basic techniques IBL (thinkingpathwayz.weebly.com, 2021)

Figure 2: Inquiry-Based Learning Framework (based on

Pedaste et al.) (Pedaste et al., 2015)

a valuable food product and to establish criteria for

assessing its quality. In addition, students have the

opportunity to catch up, deepen, expand and combine

competencies in the main chemical disciplines.

Stage 1. Orientation. The teacher begins the

lesson with a short discussion about milk as an ob-

ject of study. The value of milk is due to the fact

that it contains more than 200 different chemical com-

pounds. The composition of milk includes all the sub-

stances necessary for the full functioning of the body:

proteins, fats, carbohydrates, mineral salts, vitamins.

These components of milk are well balanced, making

them easy and completely digestible.

From a chemical point of view, milk is a poly-

disperse system that includes substances that are in

different states: ionic-molecular (lactose, most min-

eral salts), colloidal (calcium phosphate, proteins) and

coarsely dispersed (fats).

Stage 2. Conceptualization. It is clear that milk

from different manufacturers and different degrees of

freshness will differ in composition and properties of

the pit. Therefore, students choose several samples of

milk for comparison, for example, store-bought, farm

and homemade. Divided into teams of 2-3 people,

they determine the main research question (for exam-

ple, how to establish the freshness of milk, its energy

value, adulterated milk, macro- and micronutrients,

etc.), ﬁnd the necessary indicators from reference lit-

erature and Internet sources.

Stage 3. Investigation. Each team chooses meth-

ods (taking into account the possibility of using avail-

able laboratory equipment), draws up a research plan,

prepares the necessary reagents and adjusts the de-

vices. At this stage, the help of a teacher, as well as

a qualiﬁed laboratory assistant, is especially impor-

tant. Here are examples of experiments conducted by

students.

To generalize and deepen knowledge of inorganic

Inquiry-Based Learning in the Study of Chemical Disciplines by Food Technologies Students

109

Table 1: Content of Inquiry-Based Learning stages.

Stage Deﬁnition Result

Orientation The process of stimulating interest in the

topic and encouraging the solution of the

learning problem.

Establishing the basic parameters of the sub-

ject area and formulating the problem.

Conceptualization The process of asking theoretical questions

and generating hypotheses regarding the

stated problem

Formulation of research questions or hypoth-

esis to be tested.

Investigation The process of planning a search or ex-

periment, conducting experiments, collecting

and analyzing data based on the experiment

design.

Interpretation of data (formulation of rela-

tionships between variables) that will allow

you to return to the original research question

or hypothesis and conclude on the assump-

tion. Gaining new knowledge and forming

skills and abilities.

Conclusion The process of creating insights from data.

Comparing conclusions drawn from data

with hypotheses or research questions.

Final conclusion on the results of the study,

answers to research questions or hypotheses.

Discussion The process of discussing and presenting the

results of each stage or the entire research

to others (students, teachers) and gathering

feed-back from them.

Reﬂection and discussion about the success

and failure of the process, identifying ways

to improve it and new inquiry for the next re-

search cycle.

Table 2: Examples of the application of Inquiry-Based Learning in a workshop on chemical disciplines.

Discipline Topic Aim of the lesson

Inorganic

Chemistry

Inorganic sub-

stances as food

additives.

To investigate the properties of inorganic substances used as food additives, to

study the principles of their labeling, to assess the potential impact on the human

body.

Organic

Chemistry

Food organic

acids.

To study common food acids, to determine their content in food, to synthesize in

laboratory conditions, to investigate resistance to aggressive factors.

Analytical

Chemistry

Water quality. To analyze the criteria for the quality of drinking and technical water, to de-

termine the hardness of water of different origins, to study the effect of heat

treatment, to establish the features of different types of mineral water.

Physical

and Colloid

Chemistry

Properties of

emulsions.

To consider the types of emulsions and their application in food technology, to

establish the physical parameters of the stability of emulsions (cocktails, sauces,

etc.), to deter-mine the effect of stabilizers and emulsiﬁers.

Biochemistry Milk. To study milk as a biochemical object and the most important food product, to

establish criteria for milk quality, the content of the main macronutrients in milk

from various sources.

and physical chemistry, students can investigate the

physicochemical properties of milk, in particular its

density and freezing point. The density of milk is de-

termined using a hydrometer. The density of milk

varies from 1.026 to 1.032 g/cm

. The density of

skimmed milk is slightly higher than that of whole

milk and can range from 1.033 to 1.038 g/cm

. By

the value of the density, it is easy to establish the adul-

teration of milk by dilution with water. Adding 10%

water to milk will reduce its density by 0.003 g/cm

The freezing point of milk is lower than the freez-

ing point of water and ranges from -0.54 to -0.57 °C.

The freezing point of natural milk is a constant value

and this indicator can be used to determine its natu-

ralness. The freezing point of milk is determined by

the cryoscopic method using a Beckman thermome-

ter. Every 1.8% of the added water lowers the freez-

ing point by 0.01°C.

The study of milk as a colloidal system contain-

ing fat globules, casein micelles and whey proteins

dispersed in an aqueous solution will allow a deeper

understanding of the properties and behavior of col-

loids. In addition, the colloidal chemical properties of

milk are the basis of many food processing technolo-

gies, such as cheese and yogurt. During the project,

students investigate the coagulation of milk proteins

under the action of acetic acid and acetone solutions

of different concentrations. The acetone test is also a

ICHTML 2023 - International Conference on History, Theory and Methodology of Learning

110

test for the freshness of milk, since milk proteins will

only precipitate with an increase in the concentration

of acids in the milk.

The acquired competencies in analytical chem-

istry are most used at this stage. The task of this dis-

cipline is not only to form students’ knowledge of the

theoretical foundations of the analysis of the compo-

sition of substances and compounds, but also to apply

the acquired knowledge and skills of qualitative and

quantitative analysis in professional activities, in par-

ticular to assess and control the quality of food raw

materials. Therefore, ﬁrst of all, we offer students to

control the quality of milk for the content of inorganic

preservatives, in particular, to investigate the qualita-

tive content of hydrogen peroxide, chlorine and soda.

Determinations of hydrogen peroxide and chlo-

rine are based on redox reactions of interaction with

a starch solution of potassium iodide in an acidic en-

vironment. Molecular iodine, which is formed as a

result of this interaction, gives starch a blue color.

Soda in milk is detected by adding a 0.2% alcohol

solution of rosoliic acid to it. The presence of soda

is determined by the crimson-red color of milk. This

task deepens the competence not only in analytical

chemistry, but also in inorganic chemistry, since stu-

dents need to make an equation for the redox inter-

action of hydrogen peroxide and chlorine with potas-

sium iodide, select the coefﬁcients by the redox bal-

ance method.

Determining the acidity of milk is an important as-

pect of controlling its quality and safety. High levels

of acidity in milk can indicate that the milk is spoiled,

and increased acidity in milk can affect its taste, tex-

ture, and nutritional value. Students use knowledge

and skills in analytical chemistry, including using the

acid-base titration method to establish the acidity of

milk.

One of the teams conducts a biochemical analy-

sis of milk, determining the content of carbohydrates

(usually milk contains lactose, so it is interesting to

check lactose-free milk), proteins (in particular, ca-

seins) and fats.

Stage 4. Conclusion. At the end of the experi-

ments, each team processes the results, evaluates the

obtained indicators and compares them with the ini-

tial hypotheses. Draw up a report and prepare presen-

tation materials.

Stage 5. Discussion. The class begins with intro-

ductory communication at the ﬁrst stage, individual

and group discussions, clariﬁcation of critical points

at stages 2-4 and the ﬁnal discussion. Since each team

worked relatively autonomously, researching its own

issue regarding the quality and properties of milk, the

ﬁnal discussion of the results is very important. Stu-

dents demonstrate the results of experiments, methods

and tools that they used to get answers to the ques-

tions posed, compare the results obtained by different

methods.

The ﬁnal element is reﬂection – answers to sev-

eral questions about the lesson and your own achieve-

ments (questionnaire on the discipline page on the

Moodle platform). It is important to analyze failed

experiments or questionable results.

According to the results of a survey of students (20

2nd year students majoring in 181 Food Technologies

of Lutsk National Technical University, 2022/2023

academic year), a positive response to the imple-

mented methodology was established. Thus, 90% of

respondents noted that they were interested in the les-

son, 75% had to recall information from previously

covered subjects, 85% learned about new facts and

methods. Students identiﬁed the positive factors of

the IBL methodology: dynamism, “never to be bored”

(95%), the advantages of teamwork (80%), the ability

to choose one’s own research trajectory (65%), pro-

fessional direction (75%), and the need to think hard

(55%). However, 25% of students indicated that this

method is too difﬁcult for them compared to perform-

ing laboratory work according to the instructions.

4 CONCLUSIONS

Inquiry-based learning, implemented at the labora-

tory lesson in biochemistry, was positively assessed

by both students and teachers of LNTU (low repre-

sentativeness of the sample is associated with a small

number of students in this specialty). It is worth not-

ing that the use of the IBL method involves careful

planning of the scenario and requires more time than

traditional laboratory work according to the instruc-

tions. In particular, the methodological development

described above was implemented during two 90-

minute sessions, and the ﬁnal discussion on the results

was held in a separate lesson. We agree with the opin-

ion (Pedaste et al., 2012; Zohar, 2023) that learning

strategies that engage students in scientiﬁc research

that involve active thinking have a positive impact on

the understanding of scientiﬁc concepts compared to

instructional strategies that rely primarily on passive

learning.

Focusing on the development of students’ research

skills makes practical work more effective. IBL

strategies aim to complement the traditional manip-

ulation of physical objects with the search for scien-

tiﬁc ideas and data analysis. The application of IBL

requires signiﬁcant methodological efforts on the part

of the teacher and a certain level of research skills and

Inquiry-Based Learning in the Study of Chemical Disciplines by Food Technologies Students

111

abilities of students. Therefore, we come to the con-

clusion that this methodology will be effective in the

ﬁnal classes of disciplines, or in integrated courses.

The development of thinking strategies, which are the

essence of research practice, will be extremely useful

in the performance of qualiﬁcation works.

One of the problems we faced in the application

of IBL was the assessment of students’ educational

achievements. In the assessment, we tried to take into

account elements (Oliveira and Bonito, 2023) such as

general settings, physical context, the relationship be-

tween skills and knowledge, and how realistic and in-

teresting the task is for students. However, it is quite

difﬁcult to assess the cognitive and practical results

of each student’s work. The methodology and evalua-

tion criteria require further separate consideration. An

evaluation system needs to be substantiated, the struc-

ture of which includes a set of strategies and tools

speciﬁcally designed to allow the evaluation of a spe-

ciﬁc stage of practical work. This will be the subject

of our further research and methodological develop-

ment.

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