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ERIC Number: EJ1064034
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1450-104X
Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms
Mumba, F.; Banda, A.; Chabalengula, V. M.
Science Education International, v26 n1 p180-194 2015
Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This study explores high school chemistry teachers' perceived benefits and challenges of inquiry-based instruction in inclusive chemistry classes. The study also seeks to establish chemistry teachers' knowledge of inclusive teaching. Participants in this study are 61 chemistry teachers in different school districts across the United States. A questionnaire is used to collect data. Results show that most teachers have no training in inclusive teaching, lacked knowledge of chemistry teaching in inclusive classes, and have moderate confidence in teaching chemistry in inclusive classes. However, most teachers acknowledge that inquiry instruction in inclusive chemistry classes has several benefits and challenges to students. On the other hand, teachers believe there are more challenges on inquiry-based instruction for them than for students in inclusive chemistry classes. Results have implications on science teaching and learning and teacher education.
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A