REIMAGINING CHEMISTRY CLASSROOMS: A CASE FOR THE INQUIRY CYCLE MODEL IN 21ST CENTURY EDUCATION

<doi>10.24250/jpe/2/2025/BET/</doi>

Abstract

This paper advocates for a paradigm shift in secondary
school chemistry instruction through the adoption of the
Inquiry Cycle Model (ICM). Traditional approaches to
chemistry education in many schools continue to rely
heavily on rote memorisation and passive learning,
limiting students’ ability to engage critically with scientific
concepts and practices. In response to this challenge, the
ICM offers a structured yet flexible framework that mirrors
authentic scientific inquiry. It engages students in iterative
cycles
of
questioning,
hypothesis
formulation,
investigation, data interpretation, conclusion drawing, and
reflective discussion. This process not only deepens
conceptual understanding but also fosters essential process
skills such as critical thinking, experimentation, and
scientific communication. The model’s cyclical nature
allows learners to revisit and refine their understanding,
better preparing them for modern scientific careers and
civic responsibilities. The paper explores the pedagogical,
curricular, and infrastructural benefits of implementing the
ICM, while acknowledging the practical challenges such as
teacher readiness, time constraints, and resource
availability. Recommendations are offered for systemic
adoption, teacher professional development, curriculum
reform, and assessment realignment to support sustainable
implementation. Ultimately, the paper argues that the
Inquiry Cycle Model presents a scalable and effective
solution to enhance chemistry education, aligning
instructional practices with the demands of the 21st
century and promoting scientific literacy among students.