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ERIC Number: EJ863198
Record Type: Journal
Publication Date: 2009-Dec
Pages: 5
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0021-9584
Teaching Molecular Diffusion Using an Inquiry Approach: Diffusion Activities in a Secondary School Inquiry-Learning Community
van Rens, Lisette; van der Schee, Joop; Pilot, Albert
Journal of Chemical Education, v86 n12 p1437-1441 Dec 2009
This design research describes the development of a student inquiry project in which upper-secondary school chemistry students learn domain-specific concepts by doing inquiry in a simulated inquiry community. The design of the inquiry project is based on the extended procedural and conceptual knowledge in science (PACKS) model; the student inquiry-learning process is considered to be cyclic and iterative. Five teachers collaborated and developed a student inquiry project, Diffusion: Moving Particles. An inquiry community of 80 upper-secondary school chemistry students (ages 16-17) at four schools was established. Our data show that implementing the project improved student understanding of domain-specific concepts. Key activities included: brainstorming; prediction, observation, and explanation in a demonstration experiment; doing a guided experiment; judging an example research article; creating an inquiry plan; and reporting the inquiry findings. We hypothesize that domain-specific student learning occurs because of the authentic character of the successive inquiry actions. Further research is needed on the impact on students' domain-specific learning when they participate in a real science research community. (Contains 1 table, 3 textboxes, and 4 figures.)
Division of Chemical Education of the American Chemical Society. Subscription Department, P.O. Box 1267, Bellmawr, NJ 08099-1267. Tel: 800-691-9846; Tel: 856-931-5825; Fax: 856-931-4115; e-mail: jchemed@egpp.com; Web site: http://www.jce.divched.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A