Model‐based inquiries in chemistry

Abstract

ABSTRACT: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.

Integrating Scientific Inquiry Learning into Project Course of Vocational High Schools to Construct and Verify Core Competency Indicators

“…Through active learning process, motivate students to learn, and reinforce their abilities in experimental operation and practical skill [13]- [15]. However, as the study discovers, what instructor and the students focus on inquiry learning process are not totally the same.…”

“…Khan noted that to learn under context and through facing problems directly is the only way for a learner to acquire a clear understanding toward tasks [13]. Through reflective thinking and interpersonal communication, the learner constructs knowledge actively to solve current problems.…”

Using Technology to Facilitate Modeling-Based Science Education: Lessons Learned from a Meta-analysis of Empirical Research

“…MBI is also believed to facilitate a collaborative learning environment where students work in pairs or small groups to discuss and critique each other's works (Fazio et al, 2008;Penner, 2001;Wu, 2010). The effectiveness of MBI has been supported by many empirical studies, with research findings suggesting it improve students' comprehension of science content (Hart, 2008;Khan, 2007;Passmore & Stewart, 2002;Sell, Herbert, Stuessy, & Schielack, 2006), as well as inquiry skills and critical thinking skills (Stratford, Krajcik, & Soloway, 1998;White, 1993).…”

Efecto de un programa formativo para enseñar ciencias por indagación basada en modelos, en las concepciones didácticas de los futuros maestros

“…En nuestra propuesta formativa (Martínez-Chico, 2013) optamos por un enfoque de enseñanza IBM (Steward et al, 2005;Khan, 2007;Schwarz & Gwekwerere, 2007) porque pretende promover que los estudiantes se cuestionen sus concepciones sobre los fenómenos en estudio, que diseñen experiencias para la búsqueda de pruebas con las que contrastarlas y cuestionarlas, y el uso de modelos científicos. De manera que integramos el aprendizaje de contenido científico y epistemológico, facilitando la construcción y evaluación de modelos teóricos para explicar las evidencias disponibles, en la línea de autores como Windschitl et al, (2008), Viennot, (2011) o Rodríguez-Simarro, (2011; así como la reflexión sobre cómo enseñamos y cómo aprenden los futuros maestros.…”