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ERIC Number: EJ1113971
Record Type: Journal
Publication Date: 2016-Sep
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0021-9584
Introducing Inquiry-Based Methodologies during Initial Secondary Education Teacher Training Using an Open-Ended Problem about Chemical Change
Rodríguez-Arteche, In~igo; Martínez-Aznar, M. Mercedes
Journal of Chemical Education, v93 n9 p1528-1535 Sep 2016
In this paper, the characteristics of an initial training program for secondary school physics and chemistry teachers are presented. This program is based on the resolution of professional problems, in order to develop preservice teachers' competencies for integrating inquiry-based science education (IBSE) into their future teaching. With this goal in mind, the methodology of problem solving as an investigation was introduced, and preservice teachers had to solve a sequence of open-ended problems using this IBSE-type methodology. The article describes how they solved the practical problem "What might happen when two substances are placed in contact with each other?" with a specific focus on the roles of both the students and the professor. Moreover, the paper provides guidelines for implementing the problem, which is compatible with the curricular content of secondary education. Finally, an analysis of preservice teachers' written reports about the problem suggests that the procedures which they found more difficult were those involved in the stages of "design of resolution strategies" and "analysis of results".
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain (Madrid)
Grant or Contract Numbers: N/A