Self-Directed Learning in the Analytical Chemistry Laboratory: Examining Inquiry Skills

Introduction

Chemistry is also occasionally defined as boring and even as challenging. People think of chemistry as such because, for instance, mentally visualizing the atomic structure is difficult (Rüschenpöhler & Markic, 2020). Analytical chemistry and qualitative-quantitative analysis applications have an important place in chemistry education. In analytical chemistry, it is taught how to obtain the amount of a particular substance in a sample by weighing the precipitated portion or by measuring the volume of solution. Qualitative analysis determines which chemicals a sample contains, while quantitative analysis deals with how much of these chemicals are numerically (Skoog, West, Holler, & Crouch, 2014). In analytical chemistry the student must combine theory and experimental work. A lot of theoretical information is given to students in the courses. This theoretical information includes the procedures and reactions to be applied in experiments. In the experiments, a problem sample is analyzed based on visual tests, the tests are repeated several times and the working time is extended. Difficulties arise in this process (Guerrero, Jaramillo, & Meneses, 2016). By using appropriate methods, these disadvantages can be removed in the learning environment. One of these methods is experiential learning. Learning occurs as a result of experiences and individuals learn in different ways (Kolb, 1999). Individuals learn with different methods, usually these learnings take place after their experiences (Yoon, 2000).

In today's information age, which is led by technology and science, the essential element in education should be to provide individuals with methods of obtaining information rather than giving information. Societies that have realized this situation are trying to teach their future generations methods of accessing information rather than knowledge (Keçeci & Zengin, 2015). Self-directed learning is seen as a key competence for survival in the twenty-first century (Cynthia, 2015). Self-directed learning is not about learning; instead, it is a meta-theory about learning how to learn (Steffens, 2015).

According to Knowles (1975), self-directed learning is an individual process that takes initiative in the learning process on their own or with the help of others, and in this process, individuals are fully aware of their learning needs. Making decisions and realizing results for using objectives and learning resources and learning strategies. In the self-directed learning process, students become agents of change in learning, responsible for making their own decisions about how to achieve their learning goals. Self-directed learning is defined as the deliberate activities that individuals undertake to acquire the necessary knowledge and skills to run an effective business (Garrison, 1997). According to Kovalenko and Smirnova (2015), self-directed learning is a set of patterns of individual or group student activities, both in the classroom and at home, without the direct involvement of the teacher.

Self-directed learning is students' ability to act and take responsibility for learning with or without other people. In this respect, awareness, learning strategies, learning activities, assessment and interpersonal skills are essential (Setyawati, 2016). Individuals with a high level of self-directed learning will consciously and independently try to find information to increase their knowledge and comprehension (Toh & Kirschner, 2020). As a result, individuals are expected to take more responsibility for themselves (Bansal, 2021). During the closure of schools in extraordinary situations such as the epidemic, self-directed learning has been shown as one of the most important educational responses to the pandemic globally (Reimers & Schleicher, 2020).