JCE Online Journal of Chemical EducationDivision of Chemical Education, American Chemical SocietyAmerican Chemical Society
 | 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 > 2007  > June  >
Research: Science and Education
Chemical Education Research
The Effects of Inquiry-Based Instruction on Elementary Teaching Majors' Chemistry Content Knowledge
Michael J. Sanger
Department of Chemistry, Middle Tennessee State University, Murfreesboro, TN 37132
Cover
June 2007
Vol. 84 No. 6
p. 1035
Abstract
Although science educators have suggested that preservice elementary teaching majors should take chemistry content courses using inquiry-based methods, many college chemistry professors believe that these courses are merely “watered down” versions of traditional, lecture-based, introductory chemistry courses. This study compared the chemistry content knowledge of elementary teaching majors enrolled in an inquiry-based physical science course and science majors enrolled in traditional, lecture-based, introductory chemistry courses. The results showed that for the five chemistry concepts reported here, elementary teaching majors developed chemistry content knowledge that was comparable to that of students enrolled in the traditional, lecture-based, introductory chemistry courses. These results suggest that elementary teaching majors would be better prepared by taking inquiry-based science courses as part of their preservice preparation instead of traditional, lecture-based courses.
More Information
*
Citation
Sanger, Michael J. J. Chem. Educ. 2007, 84, 1035.
*
Keywords
Chemical Education Research; Curriculum; Elementary / Middle School Science; Inquiry-Based / Discovery Learning; Nonmajor Courses; Professional Development; Standards National / State; Student-Centered Learning; Upper-Division Undergraduate
*
History
Created:
Last Updated:
4/24/2007
5/2/2007
<< Previous Article Table of Contents Next Article >>
  Home > JCE Print > Journal of Chemical Education > Issues > 2007  > June  > Page 1035


Subscriptions
 Subscription Info
 Order Forms

JCE HS CLIC

Our Secondary School editors work hard to distill all the JCE materials to produce a fraction of particular interest to high school teachers. We call it CLIC.
 JCE HS CLIC

Contributions Welcome
JCE welcomes your submission
 Contributors' Corner

Advertisers
In recent years we have worked hard to better match our advertisers with our readers. When shopping for chemistry education materials, visit our advertisers' WWW sites first.
 Recent Advertisers

Be An Ambassador
Take JCE along on your outreach missions. Copies of the Journal, guest access to JCE Online, our publications catalog, and more are available for your participants.
 Outreach with JCE

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