Abstract
Inquiry-based learning is an approach which allows students to experience higher levels of autonomy when compared to traditional approaches. It also supports positive attitudes towards science (chemistry) which has been recently decreasing.
In this contribution we present a design, verification and modification of an activity chosen from the author-made Inquiry-based Chemistry Diary on the topic of "Water". The activity was tested during chemistry lessons at two lower-secondary schools with 56 studets (3 classes) during October 2019.
The activity started with a guiding question raised by a teacher: What kind of water is better to drink - tap water or bottled water? Students were preparing for discussion at home, then at school, each group presented their own arguments. Conclusions of the discussion led to the necessity of checking assumptions in the laboratory.
Therefore, next lesson the students made simple analyses of drinking water (bottled and tap) which they had brought. Obtained results were compared by students with legislative-standard for drinking/tap water.
The activity proved to be feasible. All groups successfully carried out the analysis (nitrites, phosphates, total water hardness, ferrates) of the brought water samples and they were able to interpret the results correctly.
The intrinsic motivation questionnaire (IMI) was used to gain feedback. The students seem not to feel pressure during their activities and they responded positively in the areas of interest/enjoyment, effort/usefulness and value/usefulness.