Home | Articles
Published on:September 2023
Indian Journal of Pharmaceutical Education and Research, 2023; 57(4):1175-1182.
Original Article | doi:10.5530/ijper.57.4.140

Applying Hands-on Inquiry Learning in Physical Chemistry Teaching Practice to Improve Teaching Quality

Authors and affiliation (s):

Xiaojun Deng, Jingfeng Zhao, Qinqin Tian, Haibo Wang*

Department of Chemistry, School of Pharmacy, Air Force Medical University, Xi’An, Shaanxi, China.


Background: Physical chemistry is an important theoretical basic course that supports the development of medicine and pharmacies. Physical chemistry teaching is usually a process of traditional teaching and passive acceptance. The teaching method is singular, and students lack an interest and the ability of autonomous learning. Objectives: The purpose of the study is to explore the application of a hands-on inquiry learning strategy blending independent learning based on information resources flipped classroom teaching, the student-centered micro class auxiliary teaching mode in physical chemistry courses to improve student learning outcomes and develop active learning ability. Materials and Methods: Eighteen students in the experimental pharmacy major class, grade 2020, were recruited to study in a physical chemistry course that applies hands-on inquiry learning. Formative and summative evaluation were used to evaluate the students' achievements related to active learning goals. After the study was completed, a survey was administered to demongstrate the teaching results. Results: Student hands-on inquiry learning performance was positively correlated with the final scores. The results show that comprehensive scores of students of 2020 grade (experimental group) are significantly better than grade 2019 students (control group); in particular, the theoretical scores of 2020 grade students are better, and the data are significantly different. The questionnaire showed that most students believed that hands-on inquiry learning strategy blending independent learning improved their high-level cognitive skills and enhances their social cohesion and sense of responsibility. Conclusion: The hands-on inquiry teaching strategy developed in this study effectively improved students' performance in formative and summative assessment, and provided a reference basis and informative entry point for the implementation of active learning strategy in higher pharmaceutical education.

Keywords: Hands-on inquiry learning, Higher pharmacy education, Active learning, Teaching strategy, Problem-based learning.



Impact Factor

IJPER - An Official Publication of Association of Pharmaceutical Teachers of India is pleased to announce continued growth in the Latest Release of Journal Citation Reports (source: Web of Science Data).


Impact Factor® as reported in the 2023 Journal Citation Reports® (Clarivate Analytics, 2023): 0.8

The Official Journal of Association of Pharmaceutical Teachers of India (APTI)
(Registered under Registration of Societies Act XXI of 1860 No. 122 of 1966-1967, Lucknow)

Indian Journal of Pharmaceutical Education and Research (IJPER) [ISSN-0019-5464] is the official journal of Association of Pharmaceutical Teachers of India (APTI) and is being published since 1967.


IJPER uses reference linking service using Digital Object Identifiers (DOI) by Crossref. Articles from the year 2013 are being assigned DOIs for its permanent URLs