摘要：This study aimed to investigate students’ learning achievement and retention of organic chemistry by using seven inquiry-based Semi-Small Scale Experiments (SSSEs) of 21hours duration. These experiments included: 1) functional groups, 2) hydrocarbon compounds, 3) alcohols and ethers, 4) aldehydes and ketones, 5) carboxylic acids, 6) esters, and 7) amines and amides. Fifty-one Grade 12 students at Khukhan School in Srisaket province of Thailand during the first academic semester of 2012 were purposively selected as participants. The data collected, included students’ learning achievement test scores of organic chemistry, learning retention scores 14 days after the implementation, and a survey of student satisfaction in learning inquiry-based SSSEs, were analyzed. The paired-samples t-test analysis indicated that the students obtained an average post-test score of learning achievement (mean 29.53, SD 2.98) statistically higher than that of the average pre-test score (mean 13.76, SD 1.98) at 0.05 level of significance. It also showed that the students’ average learning retention score (mean 28.82, SD 3.05) was not different from their post-test score of achievement at 0.05 level of significance. In addition, their satisfaction in learning inquiry-based SSSEs was at a ‘high’ level (mean 4.14, SD 0.33). It can be implied that the inquiry-based SSSEs were effective in the promotion of students’ learning as the students obtained high scores in the learning achievement and retention tests and were highly satisfied with the SSSEs.
关键词：small scale experiment;inquiry based experiment;organic chemistry
