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  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
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