Building an Understanding of How Model-Based Inquiry Is Implemented in the High School Chemistry Classroom

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• 作者：Katarina Dass ; Michelle L. Head ; Gregory T. Rushton
• 刊名：Journal of Chemical Education
• 出版年：2015
• 出版时间：August 11, 2015
• 年：2015
• 卷：92
• 期：8
• 页码：1306-1314
• 全文大小：258K
• ISSN：1938-1328

文摘

Modeling as a scientific practice in K鈥?2 classrooms has received a wealth of attention in the U.S. and abroad due to the advent of revised national science education standards. The study described herein investigated how a group of high school chemistry teachers developed their understanding of the nature and function of models in the precollege classroom through participation in a yearlong professional development program designed using model-based inquiry (MBI) as a framework. Further, we sought to understand the factors that catalyzed or hindered the incorporation of this pedagogy into the participants鈥?classrooms. It was found that the program positively influenced the teachers鈥?understanding of modeling as a scientific practice and facilitated growth in navigating pedagogical and conceptual challenges towards implementing modeling practices in their classrooms.