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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
FullText Text:
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  Data: Introducing Inquiry-Based Methodologies during Initial Secondary Education Teacher Training Using an Open-Ended Problem about Chemical Change
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Chemical+Education%22"><i>Journal of Chemical Education</i></searchLink>. Sep 2016 93(9):1528-1535.
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  Data: 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
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  Data: Y
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  Data: 8
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Role%22">Student Role</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink>
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  Data: 10.1021/acs.jchemed.5b01037
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  Data: 0021-9584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Label: Abstractor
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  Data: As Provided
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  Data: 2016
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  Data: EJ1113971
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        Value: 10.1021/acs.jchemed.5b01037
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      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Science Instruction
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      – TitleFull: Introducing Inquiry-Based Methodologies during Initial Secondary Education Teacher Training Using an Open-Ended Problem about Chemical Change
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