NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ776683
Record Type: Journal
Publication Date: 2007-Nov
Pages: 29
Abstractor: Author
Reference Count: 63
ISSN: ISSN-0036-8326
Model-Based Inquiries in Chemistry
Khan, Samia
Science Education, v91 n6 p877-905 Nov 2007
In this paper, instructional strategies for sustaining model-based inquiry in an undergraduate chemistry class were analyzed through data collected from classroom observations, a student survey, and in-depth problem-solving sessions with the instructor and students. Analysis of teacher-student interactions revealed a cyclical pattern in which students generated, evaluated, and modified (GEM) hypotheses throughout the course. It is hypothesized that sustained involvement in the GEM cycle contributed to students' engagement with scientific inquiry and model construction and revision. As such, GEM represents a promising approach toward achieving process and content goals in the undergraduate chemistry classroom. The following are appended: (1) Sample Questions from the Chemistry Survey; and (2) Sample Classroom Observation Rubric. (Contains 5 tables and 2 figures.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A