This study aims at describing changes occurring in the pupils' perceptions when scientific inquiry is used on the subject Chemical Reactions. Four classes of 8th grade students participate in this study. Several instruments to collect data are used: questionnaires about the pupils' perceptions, focus group interviews and written documents. A content analysis of interview transcriptions and written documents was carried out, as well as a statistical analysis of the data obtained from the questionnaires. The results show changes in perceptions regarding the role of the pupils, particularly in the exchange of ideas, participation in the tasks and the work of the group. These changes are also related to the way the pupils learn, in particular in the search for information, planning and conducting experiments.
Science education; inquiry; pupils' perceptions.