Fostering Chemical Literacy through a Non-Formal Forensic Chemistry Module for 13-Year-Old Students

Abstract

Traditional chemistry education often struggles to engage students due to abstract content and limited contextual relevance. This study explores the impact of a non-formal forensic chemistry module (NFFCM) designed to foster chemical literacy among 13-year-old students through context-based, inquiry-oriented, and student-centred learning. The module included hands-on, problem-driven activities in forensic scenarios, assessed with a mixed-methods pre-post design. Results indicated significant gains in chemical literacy, supported by logical reasoning, self-concept, and motivation. Both situational and individual interest increased, highlighting motivational engagement. Qualitative data emphasized three key pedagogical features: narrative-driven inquiry, active experimentation, and collaborative group work. Students worked safely and independently, applying results to solve the forensic case. Findings suggest that well-structured, open non-formal modules can complement formal education by fostering chemical literacy, deepening conceptual understanding, and enhancing student engagement.