Reasoning in an inquiry-based chemistry classroom

    Research output: Contribution to conferencePosterpeer-review

    Abstract

    The present study investigated the impact of model-based inquiry (MBI) in a high school chemistry class on students’ reasoning. Based on the theory of relation-based reasoning (Stephens et al., 1999) and the three phases of MBI (Khan, 2007), I built a reasoning level category framework and assumed that generating models is low-level reasoning, evaluating and modifying models are high-level. A quasi-experimental design with an experimental (n=68) and a control group (n=69) was applied to find out this impact. The results showed that two groups performed in a different extent at each reasoning levels. Evidence-based discussions are provided to explain these findings in light of instructional strategy and integrating multiple models to guide the future investigation.
    Original languageEnglish
    Publication statusPublished - 8 Apr 2021
    EventAmerican Educational Research Association Annual Meeting - Virtual
    Duration: 8 Apr 202112 Apr 2021
    Conference number: 2021
    https://www.aera.net/Events-Meetings/2021-Annual-Meeting

    Conference

    ConferenceAmerican Educational Research Association Annual Meeting
    Abbreviated titleAERA Virtual Annual Meeting
    CityVirtual
    Period8/04/2112/04/21
    Internet address

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