Background:
The purpose of this research was to move Thai secondary school students from a passive, teacher-dominated experience to more active, student-centred learning through inquiry-based learning activities.

Materials and methods:
This work used the multiple-choice questions, scientifically practical diagram and questionnaire to assess students’ understanding of chemical kinetics.

Results:
The findings suggest that there was a difference in students’ understanding of chemical kinetics as measured via diagnostic tests. While students made significant progress in drawing concept lists, phrasing scientific questions, identifying variables, designing experiments, presenting data and analyzing results, they showed only some improvement about drawing conclusions in practical classes.

Conclusions:
This more active, student-centred learning seemed to help students enjoy activities and become interested in learning chemical kinetics.