The Role of Laboratory-Based Inquiry in Correcting Science Misconceptions and Strengthening Students’ Conceptual Understanding
Keywords:
laboratory-based inquiry, science misconceptions, onceptual understanding, inquiry-based learning, science educationAbstract
Science misconceptions can hinder students from developing accurate and meaningful conceptual understanding. Laboratory-based inquiry provides students with opportunities to test their prior conceptions through observation, experimentation, evidence analysis, and reflection. This article examines the role of laboratory-based inquiry in correcting science misconceptions and strengthening students’ conceptual understanding. This study uses a literature review method by analyzing relevant studies on misconceptions, conceptual change, inquiry-based learning, and laboratory activities. The findings indicate that laboratory-based inquiry can help students identify inconsistencies between their initial conceptions and experimental evidence, develop scientific reasoning, and construct stronger conceptual understanding. Therefore, laboratory activities should be designed as inquiry-based experiences that actively involve students in questioning, predicting, investigating, analyzing evidence, and reflecting on their initial conceptions.
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