Inquiry teaching

Through all of this, I will try to relate the different points of this discussion to particular contemporary ideas in chemistry and science education. As such, all of the work can be summed up by the following rationale for inquiry teaching, taken from the National Research Council report Inquiry and the National Science Education Standards (National Research Council 2005) ... 

Bates also reported that some kinds of inquiry-oriented laboratory activities appeared to be better than lecture/demonstration or verification labs for teaching the process of inquiry. However, he warned that teachers needed to be skilled in inquiry teaching methods in order to derive this benefit. He noted that specific inquiry training should be provided for students over extended periods because students need both time and guidance to become comfortable with the new methods and expectations. 

Collins, A., and Stevens, A.L., A Cognitive Theory of Inquiry Teaching, in C.M. Reigeluth (ed). Instructional Design Theories and Models An Overview of their Current Status, Lawrence Erlbaum Associates, Hillsdale, NJ, p.247-278,1983. 

Collins, A., Stevens, A.L. A cognitive theory of inquiry teaching. In C.M. Reigeluth (Ed.), Instructional-design theories and models An overview of their current status. Hill ale, NJ Lawrence Erlbaum. 1983. 

Totally expository laboratories ntiss some of the desirable aims of laboratory work belonging to the receptive forms of teaching and learning. The reform movement in science educatiorr, which is based on standards (National Research Council, 1996 2000), recommends a break away from exclusively receptive instruction. On the other hand, totally inquiry laboratories are crrrrently probably impracticable not only in schools but also in universities. Nevertheless, Johnstone and Al-Shuaih (2001, p. 49) supported the idea that a core of expository laboratories with substantial irrserts of inqtriry will go a long way towards achieving the desirable aims of laboratory work . 

It is expected that, in the future, inquiry, project-, problem- and context-based approaches will be given more emphasis. Cooperative forms of laboratory instmc-tion must surely be further and systematically explored, taking into account the research-based recormnendations. Lecture demonstrations, effectively designed and performed, will also be useful. Other nonconventional methods can be effectively employed, such as the use of home-laboratory kits to teach general chemistry through distance education (Kermepohl, 2007). 

Hofstein, A., Navon, O., Kipnis, M., Mamlok-Naaman, R. (2005). Developing students ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42, 791-806. 

Kerr, J. F. (1963). Practical work in school science An account of an inquiry into the nature and purpose of practical work in school science teaching in England and Wales. Leicester, UK Leicester University Press. 

Wallace, C. S., Tsoi, M. Y., Calkin, J., Darely, M. (2003). Learning from inquiry-based laboratories in nonmajor biology An interpretive study of the relationships among inquiry expe-rienee, epistemologies, and coneeptual growth. Journal of Research in Science Teaching, 40, 986-1024. 

Crawford, B. A., Zemba-Saul, C., Munford, D., Friedriehsen, P. (2005). Confronting prospeetive teaehers ideas of evolution and scientifie inquiry using teehnology and inquiry-based tasks. Journal of Research in Science Teaching, 42(6), 613-637. 

The Process Oriented Guided Inquiry Learning Approach to Teaching Physical Chemistry... 

Despite his international stature in research, it was important to Fred Shafizadeh to be involved in teaching. In fact, he insisted each year on teaching a freshman-chemistry course. It was imperative to him to teach the meaning of inquiry, and to convey the spirit and thrill of discovery. His absolute devotion to academic excellence came as much from Persian as from western culture. At the advanced level, his graduate students and postdoctoral fellows left his laboratory remarkably able to move into respon-... 

Gallagher-Bolos, J. A. and D. W. Smithenry (2004) Teaching Inquiry-Based Chemistry. Portsmouth, NH Heinemann. 

Bruck, L. B., S. L. Bretz, and M. A. Towns (2008) Research and teaching Characterizing the level of inquiry in an undergraduate laboratory. Journal of College Science Teaching 9,52-58. 

Spencer, J. N., R. S. Moog, F. J. Creegan, D. M. Hanson, T. Wolfskill, A. Straumanis, and D. Bunce (2003) Process oriented guided inquiry learning. Presented at Non-Traditional Teaching Methods Methods Other Than Lecture and Assessment of These Methods, an online conference, March 28-May 9,2003. 

Schwab, J. J. (1962) The teaching of science as inquiry. In The Teaching of Science, eds. J. J. Schwab and P. F. Brandwein. Cambridge, MA Harvard University Press. 

National Research Council (2000) Inquiry and the National Science Education Standards A Guide for Teaching and Learning. Washington, DC National Academy Press. 

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