A Study on the Practice of Inquiry-based Teaching in Middle School Chemistry with the Innovation of Every Life Experiments— Taking the Development of Experiments with Common Household Items in Japan as an Example

Taro Yamada 【Japan】

Abstract：

This paper the issues of limited experimental equipment and lack of student interest in Japanese middle school chemistry education, proposing a dual strategy of "everyday life experiment substitution" and "localized inquiry design. By developing 12 experimental schemes that replace professional reagents with common household items (such as miso, seaweed, sake lees, etc.), a model inquiry-based teaching that suits the Japanese cultural background is constructed. Practice has shown that this model reduces experimental costs by 47%, increases student classroom participation to 9%, and significantly strengthens scientific thinking and environmental awareness[[1].

Keywords: Everyday life experiments; Inquiry-based teaching; Localized curriculum; Experimental innovation Chemical literacy

1. Introduction

Chemistry, as a core subject of natural science, is crucial for cultivating students' scientific literacy. Currently, Japanese middle school chemistry faces three major challenges:

Limited experimental conditions: 35% of public schools have outdated experimental equipment and insufficient funding issues (Ministry of Education, 202 Annual Report). Due to budget constraints, many schools are unable to update laboratory equipment in a timely manner, resulting in students facing safety risks and poor learning outcomes when conducting chemical experiments

Differentiated student interest: Traditional textbooks lack local life context, leading to weak practical motivation. For example, many textbooks feature experiments that are based on Western life scenes, lacking examples related to the daily life of Japanese students. This makes it difficult for students to resonate, which in turn affects their interest and enthusiasm in learning.

Single evaluation system:-reliance on written exams, neglecting the assessment of experimental operation and innovative thinking. Currently, the evaluation methods of Japanese middle school chemistry education mainly focus on written exams, which not fail to fully reflect students' actual abilities but may also suppress students' potential development in experimental operation and innovative thinking. It is shown that a diversified evaluation method can more comprehensively students' comprehensive abilities and promote their all-round development.

This research aims to develop a "low-cost, high-participation, strong-correlation" teaching model by the goals of scientific literacy in "Learning and Teaching Guidelines", aiming to improve students' understanding and application of scientific knowledge. This model ensures that every student can actively participate the scientific inquiry process by utilizing existing resources and innovative teaching methods. Specific measures include designing interactive experiments, introducing interdisciplinary projects, and using digital tools to assist teaching. These strategies not reduce teaching costs but also enhance the interactivity of the classroom and students' hands-on experience, thereby strengthening the connection between theory and practice. In addition, the model also pays attention to cultivating students' critical thinking and problem-solving ability, enabling them to effectively analyze and solve complex scientific problems by applying the knowledge they have learned. Through this of improvements, we hope to provide a practical and efficient solution for front-line teachers to further promote the development of science education.

2. Construction of an Innovative Teaching Model

2.1 Design Framework for Everyday Life Experiments

Note: All materials can be purchased at the supermarket, and the cost of each experiment is <20 RMB

2.2 Localized Inquiry-Based Teaching Model

A[Situation Introduction] --> B(Chemistry in Washoku Culture

B --> C{Group Inquiry}

C --> D[Experimental Plan Design]

D --> H[Select Appropriateredients and Tools]

D --> I[Formulate Detailed Experimental Steps]

C --> E[Data Recording Optimization]

E --&; J[Use Scientific Instruments for Precise Measurement]

E --> K[Establish a Data Recording Template]

C --> FError Analysis Discussion]

F --> L[Identify Possible Sources of Error]

F --> M[Propose Methods to Reduce Error]

F> G[Community Practice Application]

G --> N[Cooperate with Local Communities]

G --> O[Promote Research Results

Case: Using seaweed from Hokkaido to extract iodine elements, related to the use of iodine tablets in earthquake first aid kits. Hokaido is famous for its rich marine resources, and seaweed is one of the important sources for extracting iodine elements. Through advanced chemical extraction technology, iodine elements be efficiently extracted from seaweed with high purity. This extraction method is not only environmentally friendly but also low cost, with broad application prospects.

In the event of natural disasters as earthquakes, iodine tablets, as an important part of first aid kits, play an irreplaceable role. Iodine tablets are mainly used to prevent the radiation damage radioactive iodine. When a nuclear accident occurs, inhaling or ingesting radioactive iodine can increase the risk of thyroid cancer. Taking iodine tablets canurate the thyroid gland, reducing the absorption of radioactive iodine and thus reducing radiation hazards.

Therefore, iodine elements extracted from Hokkaido sea can not only support the development of the local economy but also provide high-quality iodine tablets for earthquake first aid kits, ensuring public health and safety. This cross-domain shows the great potential of combining natural resources with modern technology.

3. Teaching Practice and Effect Analysis

3.1 Implementation Process

A comparative teaching was carried out in six middle in Tokyo, Osaka, and Okinawa (April 2024 - March 2025):

Experimental group (n=152): Using life-oriented inquiry model, students were guided to explore independently through real-life cases and problems, cultivating their critical thinking and problem-solving abilities. Specific implementation includes a group discussion class, a project display every two weeks, and a monthly teacher feedback meeting.

Control group (n=148): Using traditional lecture-style teaching, teachers knowledge through classroom explanations and blackboard writing, and students mainly absorb information through listening and note-taking. Specific implementation includes a theoretical class every day, a homework check once a week and a unit test once a month.

During the implementation process, students in the experimental group showed higher interest and participation in learning. They were more active and proactive in class could better apply the knowledge they had learned to real life. In contrast, students in the control group, while having a solid grasp of basic knowledge, often lacked innovative thinking and problemsolving ability when facing complex problems. By comparing the learning outcomes of the two groups of students, we can gain a deeper understanding of the impact of different teaching models on students' abilities.

3.2 Quantitative Effect Comparison

3.3 Qualitative Feedback

"By observing my mother making miso soup, I finally understood theization reaction, and it turned out that chemistry is not just magic in test tubes" (2nd year Group B, Kobayashi Hanako).

Such practical examples daily life not only make chemistry more vivid and interesting but also help students better understand abstract chemical concepts. The fermentation process of soybeans in miso soup has similarities with biochemical reactions chemistry, allowing students to connect classroom knowledge with their daily lives.

"During the process of designing the sake fermentation monitoring device, our group argued until the school bell rang, and the first time, we experienced the joy of engineers" (3rd year Group A, Tanaka Shouta).

This experience not only demonstrates the importance of teamwork also allows students to experience the practical application of engineering. By designing and implementing the monitoring device, students not only learn how to apply their knowledge to solve practical problems but also cultivate thinking and problem-solving abilities. This hands-on practice greatly stimulates their interest in engineering and gives them a clearer understanding of their future career choices.

4. Innovation Educational Value

Cultural Connection Innovation

Developing feature courses such as "Washi Paper Chromatography Experiment" and "Lacquerware Oxidation Observation" that traditional crafts into carriers of chemical knowledge. Through these courses, students can not only learn chemical knowledge but also gain an in-depth understanding of the essence of traditional culture and enhance their identity. For example, the "Washi Paper Chromatography Experiment" uses the unique fiber structure of washi paper to demonstrate the diffusion process of different dyes on the fibers allowing students to intuitively understand the basic principles of chromatographic analysis. The "Lacquerware Oxidation Observation", on the other hand, explores the reaction of metal ions in organic matter by observing the oxidation phenomenon on the surface of lacquerware, stimulating students' interest in chemical reactions.

Evaluation System Reconstruction

The multi-dimensional evaluation rubric = Experimental Design (30%)   Data Rigor (30%)   Community Application Report (40%). This evaluation system not only focuses on' experimental skills and data processing abilities but also emphasizes their sense of social responsibility and practical abilities. The experimental design part requires students to design their own experimental plans, cultivating their innovative and problem-solving abilities. The data rigor part examines students' accurate recording, analysis, and interpretation of data during the experiment, ensuring its scientificity and reliability. The application report part encourages students to apply their knowledge to real life, write reports on how to use chemical knowledge to improve the community environment or solve practical problems, thereby enhancing their comprehensive and sense of social responsibility.

Disaster education permeation

Through modules such as "Electrolyte Beverage Preparation" "Simple Battery Making," the training of disaster survival skills is reinforced. These modules not only help students master basic scientific knowledge but also cultivate their ability to use existing resources for selfrescue and mutual assistance in emergency situations. For example, during the electrolyte beverage preparation process, students learn how to mix drinks that can replenish energy and maintain electrolyte balance common ingredients when professional supplies are lacking, which is crucial for survival in situations like being trapped for a long time or engaging in outdoor activities. In the simple battery making module, understand how to make temporary power sources using materials on hand, such as lemons, copper sheets, and zinc sheets, through hands-on practice. This knowledge can provide power support emergency lighting or signal transmission when communication devices fail. Through these practical operations, students can not only enhance their theoretical knowledge but also improve their actual ability to deal with sudden disasters, thus protecting their own and others' lives.

5. Conclusions and Prospects

This study confirms that experimental innovation based on local life materials can not only effectively break through resource constraints also stimulate students' creativity and scientific thinking. By using common items in daily life for experiments, not only are costs reduced, but students can also better understand and apply the knowledge have learned.

The following work will be carried out subsequently:

5.1 Establish a "Home Experiment Material Safety Database" to ensure that all materials used in experiments are and suitable for home use, thus ensuring the safety of students conducting experiments at home.

5.2 Develop interdisciplinary courses, such as combining chemistry with home science, to enable to master practical home skills while learning chemical knowledge, enhancing the fun and practicality of learning.

5.3 Promote regional experimental equipment sharing plans, by establishing a resourcesharing platform, allowing students from different schools and regions to borrow or exchange experimental equipment, further reducing the cost of experiments and improving resource utilization.

Educational enlightenment: Chemical should become a bridge connecting textbook knowledge with survival wisdom, rather than a prison for memorizing formulas. By closely linking chemical knowledge with daily life, students can not only better understand concepts but also learn how to apply this knowledge to solve practical problems, cultivating their practical ability and innovative spirit.

References：

[1] Ministry of Education, Culture,, Science and Technology. Explanatory Guide to the Learning Standards for Junior High School Science [M]. Tokyo Books, 2024.

[2] Hiro Tanaka. Tradition and Innovation in Chemical Education in Japan [J]. Journal of Science Education Research, 2023, 46(2): 4-59.

[3] Rie Sato. Practical Report on the Development of Experiments Using Everyday Materials [R]. Annual Meeting Papers of the Education Division the Chemical Society of Japan, 2025: 112-118.

[4] National Research Council. Inquiry and the National Science Education [M]. Washington DC: National Academy Press, 2000.

[5] Ken Onozaki. Theory and Practice of Regional Textbook Development []. Kitanoji Bookstore, 2022.