Reasoning in an inquiry-based chemistry classroom

Research output: Contribution to conferencePosterpeer-review


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 statusAccepted/In press - 31 Oct 2020
EventAmerican Educational Research Association Annual Meeting - Virtual
Duration: 8 Apr 202112 Apr 2021
Conference number: 2021


ConferenceAmerican Educational Research Association Annual Meeting
Abbreviated titleAERA Virtual Annual Meeting
Internet address


Dive into the research topics of 'Reasoning in an inquiry-based chemistry classroom'. Together they form a unique fingerprint.

Cite this