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ERIC Number: EJ894413
Record Type: Journal
Publication Date: 2010-Sep
Pages: 26
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0950-0693
Integrating Guided Inquiry into a Traditional Chemistry Curricular Framework
Smithenry, Dennis William
International Journal of Science Education, v32 n13 p1689-1714 Sep 2010
The case study presented in this paper examines the work of one high school chemistry teacher who has integrated guided inquiry into a yearlong, traditional curricular framework in ways that take into account the constraints and realities of her classroom. The study's findings suggest (1) the extent and frequency to which teachers can realistically integrate guided inquiry into existing science curricula, (2) the manner in which teachers can make effective transitions into and out of a guided inquiry, and (3) the way in which teachers can set an overarching goal to bring a driving purpose to all of the guided inquiries that the students experience. Based on the insights gained from the current case study, an argument is made that researchers should examine the practice of other teachers (especially in the common subjects of biology, chemistry, and physics) who have integrated guided inquiry into the fabric of their curricula. By doing so, a library of case studies can be built that will provide science teachers with new ideas on how inquiry can be holistically and productively integrated into yearlong traditional curricular frameworks. (Contains 1 note and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A