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Inquiry Teaching in High School Chemistry Classrooms: The Role of Knowledge and Beliefs
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Abstract
"Science as inquiry" is a key content standard in the National Science Education Standards, yet implementation of inquiry-based teaching is rare in secondary chemistry classrooms. This paper is the result of a study conducted to understand factors that effect the inquiry-based instruction of ten novice secondary chemistry teachers. The study focused on the influence of teaching beliefs and content knowledge on the instructional practices of these ten teachers. Case and cross-case comparisons revealed that chemistry teachers' intentions to implement inquiry teaching were strongly influenced by their teaching beliefs rather than their knowledge of chemistry. The quality of inquiry lessons, however, was found to depend on the teachers' knowledge of chemistry content. This study reinforces the need for chemistry-focused inservice training for beginning chemistry teachers that focuses on both inquiry teaching strategies and teaching beliefs.
Keywords (Audience):
High School / Introductory ChemistryKeywords (Domain):
Chemical Education ResearchKeywords (Feature):
Chemical Education ResearchKeywords (Pedagogy):
Inquiry-Based / Discovery LearningKeywords (Subject):
Learning TheoriesCiting Articles
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This article has been cited by 5 ACS Journal articles (5 most recent appear below).
Target Inquiry: Helping Teachers Use a Research Experience To Transform Their Teaching Practices
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Deborah G. Herrington, Karen Luxford, and Ellen J. YezierskiJournal of Chemical Education2012 Article ASAPResearch experiences for teachers (RET) programs report benefits to teachers and students. RET programs aim to give teachers authentic science research experiences based on the premise that these experiences will improve science instruction. Specifically, ...
Framing Inquiry in High School Chemistry: Helping Students See the Bigger Picture
Brett CriswellJournal of Chemical Education2012 89 (2), 199-205Framing Inquiry in High School Chemistry: Helping Students See the Bigger Picture
Brett CriswellJournal of Chemical Education2012 89 (2), 199-205Inquiry has been advocated as an effective pedagogical strategy for promoting deep conceptual understanding and more sophisticated scientific thinking by numerous bodies associated with chemistry (and science) education. To allow inquiry to achieve these ...
Teacher Beliefs about Implementing Guided-Inquiry Laboratory Experiments for Secondary School Chemistry
Derek CheungJournal of Chemical Education2011 88 (11), 1462-1468Teacher Beliefs about Implementing Guided-Inquiry Laboratory Experiments for Secondary School Chemistry
Derek CheungJournal of Chemical Education2011 88 (11), 1462-1468One of the characteristics of teaching chemistry through inquiry is that teachers need to encourage students to design their experimental procedures. Although the benefits of inquiry teaching are well documented in the literature, few teachers implement ...
Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn
Rochelle D. Schwartz-Bloom, Myra J. Halpin, and Jerome P. ReiterJournal of Chemical Education2011 88 (6), 744-750Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn
Rochelle D. Schwartz-Bloom, Myra J. Halpin, and Jerome P. ReiterJournal of Chemical Education2011 88 (6), 744-750Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school ...
The Science Teacher: Spring 2006
Steve LongJournal of Chemical Education2006 83 (6), 830The Science Teacher: Spring 2006
Steve LongJournal of Chemical Education2006 83 (6), 830This article reviews chemistry-related articles published in The Science Teacher between September 2005 and February 2006. Lab safety, inquiry-based activities, flame tests, designing safe lab facilities, interdisciplinary chemistry teaching, ...
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- Received: August 03, 2009
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