Design and evaluation of inquiry based experiments on electrostatics with an interdisciplinary approach to physics and chemistry education

Background and Objectives: Static electricity is a fundamental scientific concept whose instruction is often limited to physical explanations, while the chemical factors underlying the triboelectric effect receive little attention. This limitation may cause superficial understanding and persistent misconceptions among students. The present study aimed to design and evaluate a set of inquiry-based laboratory activities on static electricity using an interdisciplinary physics–chemistry approach. The activities were intended to provide classroom-applicable experiments that promote a deeper understanding of static electricity and its relationship with chemical concepts. Methods: This study employed a descriptive-survey design combined with an educational design approach. Five inquiry-based laboratory activities related to the triboelectric effect were developed, emphasizing concepts such as molecular polarity, electronegativity, surface properties of materials, and environmental factors. A researcher-developed questionnaire was then administered to a group of chemistry and physics teachers to evaluate the activities in terms of educational value, curriculum alignment, feasibility, safety, attractiveness, and inquiry-based potential. The collected data were analyzed using descriptive statistical methods. Findings: The findings indicated that teachers evaluated the designed activities positively across all assessed dimensions. A separate analysis of the activities further revealed that some experiments demonstrated greater potential in terms of classroom feasibility and curriculum alignment, whereas others were particularly effective in fostering inquiry-based learning and scientific thinking. According to the teachers, these activities can enhance student engagement, improve conceptual understanding, and strengthen connections between chemistry and physics concepts. Conclusion: The results suggest that the designed laboratory activities provide a valuable framework for supporting interdisciplinary and inquiry-based learning in the topic of static electricity. They may also serve as a model for the development of laboratory activities in other areas of science education.