Inquiry-Based Chemistry Education Activities in a Non-formal Educational Setting for Gifted Students

Oct 15, 2026

The study evaluates inquiry-based chemistry learning activities conducted in a non-formal educational setting for gifted students, within the DiSSI (Diversity in Science towards Social Inclusion) learning modules. Using pre- and post-activity questionnaires, the research compares effects across student groups while relating outcomes to levels of individual interest and to autonomous and controlled motivation. Data from 264 Slovenian lower secondary students, collected from 2021/22 to 2022/23, identify statistically significant differences in attitudes toward inquiry-based learning, situational interest in DiSSI activities, and interest in science careers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Introduction

Inquiry-based chemistry education in a non-formal setting

Study aim and evaluation design

Participants and learning activities

Data collection and measures

DOI: [https://doi.org/10.26529/cepsj.1706](https://doi.org/10.26529/cepsj.1706) Inquiry-Based Chemistry Education Activities in a Non-formal Educational Setting for Gifted Students Miha Slapničar1, Luka Ribič2, Iztok Devetak2 and Luka Vinko*3 • Student giftedness is a complex, developmentally dynamic and contextual phenomenon that teachers confront every day. In the classroom, teachers often meet students who have exceptional potential or achieve very high learning goals. The aim of this study is to illustrate the evaluation of inquiry-based learning activities in a specific context (Diversity in Science towards Social Inclusion learning modules) implemented ina non-formal educational setting for gifted students in relation to their level of individual interest and their autonomous and controlled motiva tion, comparing different groups of students. We investigate how these activities affect the students’ attitudes towards inquiry-based learning, their situational interest and their interest in science careers. A total of 264 Slovenian lower secondary school students participated in the study. The students participated in non-adapted and adapted activities based on the inquiry-based learning approach. The data were collected using pre-and post-activity questionnaires. Participation in the study, which took place in the period between the 2021/22 and the 2022/23 school years, was voluntary. The data was collected anonymously and used for research purposes only. The results show several statistically significant differences in how students’ level of individual interest, autonomous motivation and controlled motivation for learning chemistry affects their attitudes towards inquiry-based learning, their situational interest in Diversity in Science towards Social Inclusion activities and their interest in science careers. For the gifted and non-gifted students who participated in “Forensics Science” lab activities before and after the adaptations to the modules, the results related to their attitudes towards inquiry-based learning and situational interest are also reported. Thus, the results of the study provide useful insights for researchers in the field of chemistry education as well as for chemistry teachers in lower and 1 Faculty of Education, University of Ljubljana; Biotechnical Educational Centre LjubljanaGeneral Upper Secondary School and Veterinary Technician School, Ljubljana, Slovenia. 2 Faculty of Education, University of Ljubljana, Slovenia. 3 *Corresponding Author. Faculty of Education, University of Ljubljana, Slovenia; [luka.vinko@pef.uni-lj.si](luka.vinko@pef.uni-lj.si). 144 inquiry-based chemistry education activities in a non-formal educational ... upper secondary schools. The presented study is a good example of best practices that chemistry teachers can apply in teaching chemistry, thus enabling all students, not only the gifted ones, to learn chemistry using the inquiry-based learning approach. Keywords: non-formal education, gifted students, inquiry-based learning, interest, motivation Učenje z raziskovanjem na področju kemije za nadarjene učence v neformalnem izobraževalnemokolju Miha Slapničar, Luka Ribič, Iztok Devetak in Luka Vinko • Nadarjenost učencev je kompleksen, razvojno dinamičen in kontekstualen pojav, s katerim se učitelji vsakodnevno spoprijemajo. V razredu se pogostosrečujejo z učenci, ki imajo izjemni učni potencial ali dosegajo zelo visokeučne standarde. Namen te raziskave je prikazati rezultate aktivnosti učenjaz raziskovanjem v specifičnem kontekstu učnih modulov, razvitih v sklopu projekta DiSSI (Diversity in Science towards Social Inclusion) in izvedenihv sklopu neformalnega izobraževanja za nadarjene učence v povezavi z njihovo stopnjo individualnega interesa ter avtonomno in kontrolirano motivacijo, pri čemer primerjamo različne skupine učencev. Preučevano je bilo, kako izvedene laboratorijske aktivnosti učnih modulov vplivajo na odnosučencev do učenja z razis

FAQs

What is the main purpose of the study?

To illustrate and evaluate inquiry-based learning activities in a non-formal educational setting for gifted students, focusing on individual interest and autonomous vs. controlled motivation.

How many students participated and what was the timeframe?

A total of 264 Slovenian lower secondary students participated. The study took place between the 2021/22 and 2022/23 school years.

How were the data collected?

Data were collected anonymously using questionnaires before and after the learning activities.

Oct 15, 2026

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