Model-based inquiries in chemistry

Research output: Contribution to journalArticle

34 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)877-905
Number of pages29
JournalScience Education
Volume91
Issue number6
Early online date9 Jul 2007
DOIs
Publication statusPublished - Nov 2007

Fingerprint

chemistry
student
classroom
student teacher
instructor
Undergraduate
interaction
Student Engagement
Problem Solving
Scientific Inquiry
Scientific Models
Instructor
Teacher-student Interaction
Classroom Observation

Cite this

Khan, Samia. / Model-based inquiries in chemistry. In: Science Education. 2007 ; Vol. 91, No. 6. pp. 877-905.
@article{d90835855e4746b383a6276ed6f41570,
title = "Model-based inquiries in chemistry",
abstract = "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.",
author = "Samia Khan",
year = "2007",
month = "11",
doi = "10.1002/sce.20226",
language = "English",
volume = "91",
pages = "877--905",
journal = "Science Teacher Education",
issn = "0961-6152",
publisher = "Wiley",
number = "6",

}

Model-based inquiries in chemistry. / Khan, Samia.

In: Science Education, Vol. 91, No. 6, 11.2007, p. 877-905.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Model-based inquiries in chemistry

AU - Khan, Samia

PY - 2007/11

Y1 - 2007/11

N2 - 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.

AB - 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.

U2 - 10.1002/sce.20226

DO - 10.1002/sce.20226

M3 - Article

VL - 91

SP - 877

EP - 905

JO - Science Teacher Education

JF - Science Teacher Education

SN - 0961-6152

IS - 6

ER -