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
1
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
a
https://orcid.org/0000-0002-1120-6165
b
https://orcid.org/0000-0001-9167-4876
c
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
¨
uy
¨
uksahin, 2023), chemistry (Camci
and B
¨
uy
¨
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
Proceedings Copyright © 2024 by SCITEPRESS Science and Technology Publications, Lda.
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;
(c) Orientation Questioning Hypothesis Genera-
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
3
. The density of
skimmed milk is slightly higher than that of whole
milk and can range from 1.033 to 1.038 g/cm
3
. 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
3
.
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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