JCE Online Journal of Chemical Education
 | Subscriptions  | Software Orders  | Support  | Contributors  | Advertisers  | 

JCE Print
   Current Issue
 Previous Issues
 Supplements
 Search JCE Index

JCE Digital Library
   JCEDLib Catalogue
   ChemInfo
 Data-Driven Exercises
 DigiDemos
 Featured Molecules
 LivTexts
 LrnCom
 QBank
 SymMath
 WebWare

JCE Software
   Latest Releases
 Software & Video
 Downloads
 Support

Only@JCE Online
   JCE Online Store
 JCE HS CLIC
 JCE Discussion Forums
   Biographical Snapshots
 ChemEd Resource Shelf
 Featured Molecules
 Hal's Picks
 Project Chemlab
 Reviewed WWW Sites
 "Web-Ed" Articles

About JCE
   Features
 Publications
 Operations
 Outreach
 Contact Us


  Home > JCE Print > Journal of Chemical Education > Issues > 2004  > October  >
Research: Science and Education
Chemical Education Research
Inquiry Teaching in High School Chemistry Classrooms: The Role of Knowledge and Beliefs
Gillian H. Roehrig
Center for Research in Mathematics and Science Education, San Diego State University, San Diego, CA 92120

Julie A. Luft
Department of Curriculum and Instruction, The University of Texas at Austin, Austin, TX 78712

Cover
October 2004
Vol. 81 No. 10
p. 1510
Abstract
"Science as inquiry" is a key content standard in the National Science Education Standards, yet implementation of inquiry-based teaching is rare in secondary chemistry classrooms. This paper is the result of a study conducted to understand factors that effect the inquiry-based instruction of ten novice secondary chemistry teachers. The study focused on the influence of teaching beliefs and content knowledge on the instructional practices of these ten teachers. Case and cross-case comparisons revealed that chemistry teachers' intentions to implement inquiry teaching were strongly influenced by their teaching beliefs rather than their knowledge of chemistry. The quality of inquiry lessons, however, was found to depend on the teachers' knowledge of chemistry content. This study reinforces the need for chemistry-focused inservice training for beginning chemistry teachers that focuses on both inquiry teaching strategies and teaching beliefs.
More Information
*  Citation
 Roehrig, Gillian H.; Luft, Julie A. J. Chem. Educ. 2004 81 1510.
*  Keywords
 CER Student-Centered Learning; Inquiry-Based / Discovery Method; Introductory / High School Chemistry; Teaching / Learning Theory / Practice
*  History
 Created:
Last Updated:		 August 31, 2004
September 8, 2004
<< Previous article Table of Contents Next Article >>
  Home > JCE Print > Journal of Chemical Education > Issues > 2004 > October > Page 1510



Chemistry Teacher Connection

The "Chemistry Teacher Connection" (CTC) is especially for high school chemistry teachers. For only $40/year, it offers an online-only subscription to CLIC along with membership in the Division of Chemical Education, normally $65/year. CTC subscribers receive access to all articles and supplements from 1996 through the current issue.
More About CTC
Order the Chemistry Teacher Connection

C&EN CLICs

Through special arrangement with the ACS, JCE High School CLIC is now able to provide subscribers with online access to Chemical & Engineering News articles that have been selected specifically for secondary science instructors and their students. 
 C&EN CLICs

JCE Collections Available
Occasionally, collections of JCE back issues become available for donation to individual teachers, schools, or libraries. JCE matches collections with interested recipients. Recipients pay shipping costs or pick up the collection.
 List of available collections

Contributions Welcome
JCE welcomes your submission
 Contributors's Corner

Subscriptions
 Subscription Info
 Order Forms

Fishing for New Ideas
Always in the
process of
improving, CLIC
welcomes ideas and comments.

Email Us

Comments to
jceonline@chem.wisc.edu		 Copyright © Division of Chemical Education, Inc., American Chemical Society.
All rights reserved.