Introducing Inquiry-Based Methodologies during Initial Secondary Education Teacher Training Using an Open-Ended Problem about Chemical Change
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| Title: | Introducing Inquiry-Based Methodologies during Initial Secondary Education Teacher Training Using an Open-Ended Problem about Chemical Change |
|---|---|
| Language: | English |
| Authors: | Rodríguez-Arteche, In~igo, Martínez-Aznar, M. Mercedes |
| Source: | Journal of Chemical Education. Sep 2016 93(9):1528-1535. |
| Availability: | Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Inquiry, Secondary School Teachers, Science Instruction, Physics, Chemistry, Science Teachers, Guidelines, Preservice Teachers, Teaching Methods, Student Attitudes, Preservice Teacher Education, College Faculty, Instructional Design, Problem Solving, Teacher Role, Student Role, Masters Programs, Case Studies, Foreign Countries, Qualitative Research |
| Geographic Terms: | Spain (Madrid) |
| DOI: | 10.1021/acs.jchemed.5b01037 |
| ISSN: | 0021-9584 |
| Abstract: | In this paper, the characteristics of an initial training program for secondary school physics and chemistry teachers are presented. This program is based on the resolution of professional problems, in order to develop preservice teachers' competencies for integrating inquiry-based science education (IBSE) into their future teaching. With this goal in mind, the methodology of problem solving as an investigation was introduced, and preservice teachers had to solve a sequence of open-ended problems using this IBSE-type methodology. The article describes how they solved the practical problem "What might happen when two substances are placed in contact with each other?" with a specific focus on the roles of both the students and the professor. Moreover, the paper provides guidelines for implementing the problem, which is compatible with the curricular content of secondary education. Finally, an analysis of preservice teachers' written reports about the problem suggests that the procedures which they found more difficult were those involved in the stages of "design of resolution strategies" and "analysis of results". |
| Abstractor: | As Provided |
| Number of References: | 31 |
| Entry Date: | 2016 |
| Accession Number: | EJ1113971 |
| Database: | ERIC |
| Abstract: | In this paper, the characteristics of an initial training program for secondary school physics and chemistry teachers are presented. This program is based on the resolution of professional problems, in order to develop preservice teachers' competencies for integrating inquiry-based science education (IBSE) into their future teaching. With this goal in mind, the methodology of problem solving as an investigation was introduced, and preservice teachers had to solve a sequence of open-ended problems using this IBSE-type methodology. The article describes how they solved the practical problem "What might happen when two substances are placed in contact with each other?" with a specific focus on the roles of both the students and the professor. Moreover, the paper provides guidelines for implementing the problem, which is compatible with the curricular content of secondary education. Finally, an analysis of preservice teachers' written reports about the problem suggests that the procedures which they found more difficult were those involved in the stages of "design of resolution strategies" and "analysis of results". |
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| ISSN: | 0021-9584 |
| DOI: | 10.1021/acs.jchemed.5b01037 |
