The Department of Biology at the College of Education for Pure Sciences/Ibn Al-Haitham, University of Baghdad, hosted the discussion of a Master’s thesis submitted by Asil Sabah Mustafa Kamal, entitled:
“The Effect of the Inquiry-Based Learning Strategy on Developing Laboratory Skills and Awareness of Environmental Innovations among Students of the Department of Biology.” supervised by Prof. Dr. Ahmed Obaid Hassan.
The study aimed to investigate the effect of the inquiry-based learning strategy on developing laboratory skills and awareness of environmental innovations among third-year students in the Department of Biology, particularly in the practical Environmental Science course.
The study specifically aim to:
- Examine the effect of inquiry-based learning on students’ laboratory skills.
- Investigate its effect on students’ awareness of environmental innovations and contemporary environmental issues.
The research problem arose from the observation that some Biology students experience difficulties in mastering laboratory skills, in addition to a relatively low level of awareness of environmental innovations. This situation may be associated with the continued reliance on traditional teaching approaches that emphasize memorization and knowledge transmission, with limited use of practical and inquiry-based activities in laboratory settings.
The significance of the study lies in employing a modern instructional strategy based on the principles of constructivist learning theory, in which students play an active role in the educational process. Such an approach can contribute to developing students’ scientific and practical skills, enhancing their abilities in critical thinking, analysis, and inquiry, and increasing their awareness of contemporary environmental developments and issues.
The researcher adopted an experimental research design involving two equivalent groups: an experimental group and a control group. The experimental group was taught using the inquiry-based learning strategy, whereas the control group was taught using the conventional teaching method.
The research sample consisted of 79 third-year male and female students from the Department of Biology, College of Education for Pure Sciences/Ibn Al-Haitham, University of Baghdad. The participants were divided into experimental and control groups.
The equivalence of the two groups was established with respect to several variables, including chronological age, intelligence, and prior knowledge.
Two instruments were employed to achieve the objectives of the study: a Laboratory Skills Observation Checklist and an Environmental Innovations Awareness Scale. Both instruments were administered following completion of the experimental intervention.
Key Findings
The findings revealed statistically significant differences at the 0.05 significance level between the mean scores of students in the experimental and control groups in both laboratory skills and awareness of environmental innovations, with the differences favoring the experimental group.
These findings indicate the effectiveness of the inquiry-based learning strategy in enhancing students’ laboratory performance and developing their awareness of contemporary environmental innovations and issues. The strategy also contributed to shifting the learning process from passive reception and memorization toward active learning based on inquiry, investigation, and practical application.
Based on the findings, the researcher presented a number of recommendations, including:
Strengthening the implementation of laboratory experiments through complete practical activities in Environmental Science and Pollution laboratories, as well as in the laboratories of the Department of Biology in general, while providing students with opportunities to conduct experiments independently to enhance their laboratory skills.
Adopting modern instructional strategies that emphasize practical laboratory application, particularly inquiry-based learning, due to its potential role in developing students’ laboratory skills, encouraging active participation, and improving their mastery of experimental procedures.
Assigning extracurricular activities and weekly reports addressing environmental innovations to enhance students’ environmental awareness and familiarize them with the latest developments and issues related to the environment and pollution.
Equipping laboratories with modern materials, instruments, equipment, and essential facilities required for conducting laboratory experiments comprehensively.
Making use of the weekly instructional plans developed according to the steps of the inquiry-based learning strategy, together with laboratory skills observation checklists, to assess students’ learning and improve the quality of practical instruction.
Providing additional brief lectures on current environmental developments and innovations as part of both practical and theoretical Environmental Science courses.
Organizing scientific seminars and workshops for students and teaching staff addressing important environmental issues in order to promote awareness of recent environmental developments and strengthen environmental knowledge and engagement.
Thesis Examination Committee
The examination committee consisted of:
Prof. Dr. Fatima Abdul-Amir Abdul-Ridha – Chair.
Prof. Dr. Muntaha Mutasher Abdul-Sahib – Member.
Asst. Prof. Dr. Mohammed Abbas Hilo – Member.
Prof. Dr. Ahmed Obaid Hassan – Member and Supervisor.
Contribution to the Sustainable Development Goals
The study is closely aligned with several United Nations Sustainable Development Goals (SDGs), particularly:
SDG 4 – Quality Education
Through the adoption of a modern inquiry-based instructional strategy that promotes active learning and develops students’ scientific, practical, and analytical skills.
SDG 12 – Responsible Consumption and Production
By enhancing students’ knowledge and awareness of environmental issues, sustainability practices, and responsible approaches to environmental protection.
SDG 13 – Climate Action
By strengthening environmental awareness and students’ understanding of contemporary environmental challenges and the importance of informed responses to environmental change.
The thesis reflects the Department of Biology’s commitment to advancing educational research, improving laboratory teaching practices, and developing students’ scientific and practical competencies. It also contributes to preparing graduates with the knowledge, skills, and environmental awareness required to address contemporary environmental challenges and support the objectives of sustainable development.
