ERIC Number: EJ1073062
Record Type: Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Reference Count: 46
Building an Understanding of How Model-Based Inquiry Is Implemented in the High School Chemistry Classroom
Dass, Katarina; Head, Michelle L.; Rushton, Gregory T.
Journal of Chemical Education, v92 n8 p1306-1314 Aug 2015
Modeling as a scientific practice in K-12 classrooms has received a wealth of attention in the U.S. and abroad due to the advent of revised national science education standards. The study described herein investigated how a group of high school chemistry teachers developed their understanding of the nature and function of models in the precollege classroom through participation in a yearlong professional development program designed using model-based inquiry (MBI) as a framework. Further, we sought to understand the factors that catalyzed or hindered the incorporation of this pedagogy into the participants' classrooms. It was found that the program positively influenced the teachers' understanding of modeling as a scientific practice and facilitated growth in navigating pedagogical and conceptual challenges towards implementing modeling practices in their classrooms.
Descriptors: Chemistry, Secondary School Science, Models, Secondary School Teachers, Science Teachers, High Schools, Faculty Development, Inquiry, Active Learning, Program Effectiveness, Phenomenology
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: firstname.lastname@example.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Authoring Institution: N/A