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A framework for teaching scientific inquiry in upper secondary school chemistry
Author(s) -
van Rens Lisette,
Pilot Albert,
van der Schee Joop
Publication year - 2010
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.20357
Subject(s) - mathematics education , chemistry education , science education , process (computing) , teaching method , chemistry , pedagogy , sociology , psychology , computer science , social psychology , enthusiasm , operating system
Abstract A framework for teaching scientific inquiry in upper secondary chemistry education was constructed in a design research consisting of two research cycles. First, in a pilot study a hypothetical framework was enriched in collaboration with five chemistry teachers. Second, a main study in this community of teachers and researchers was conducted on the process of designing teaching scientific inquiry based on the enriched framework. Also, the enactment by five teachers and 80 students (age 17) of a designed inquiry module on “Diffusion: moving particles” was studied. This resulted in a theoretically and practically founded framework for teaching scientific inquiry, in which an iterative cycle of inquiry for students and a student inquiry community are essential. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:788–806, 2010