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ERIC Number: EJ923488
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 43
ISSN: ISSN-1756-1108
Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction
Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.
Chemistry Education Research and Practice, v12 n1 p74-84 2011
Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers. These teachers were part of a 2 1/2 year program that supported a research experiences for teachers with a summer of materials adaptation and a year-long action research project. Classroom observations scored with the Reformed Teaching Observation Protocol and semi-structured teacher interviews using the Inquiry Teaching Beliefs (ITB) instrument were used to examine changes in teachers' classroom teaching practices and their knowledge and beliefs about inquiry instruction. Results indicate that both teachers' instructional practices and their knowledge and beliefs about inquiry instruction changed during the program; however, in most cases, substantial changes to classroom instruction did not occur until after the materials adaptation component. Additionally, validity issues associated with using the ITB instrument for long-term interventions were discovered. (Contains 3 tables and 4 figures.)
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A