Model-based inquiries in chemistry

Research output: Contribution to journalArticlepeer-review

38 Citations (Scopus)


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
Issue number6
Early online date9 Jul 2007
Publication statusPublished - Nov 2007

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