A framework for teaching scientific inquiry in upper secondary school chemistry

Rens, L. van; Pilot, Albert; Schee, Joop van der

doi:10.1002/tea.20357

Cited by 25 publications

(7 citation statements)

References 53 publications

(59 reference statements)

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“…Ritchie and Rigano cautioned widespread advocacy of similar inquiry projects in schools due to the limited research experience of most practicing teachers at that time, as echoed by other science educators and critics of inquiry‐based activities for different reasons (see van Rens, Pilot, & van der Schee, 2010). Collectively, these concerns question whether high school teachers are ready for supervising inquiry projects without ongoing support.…”

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confidence: 99%

Emotional arousal of beginning physics teachers during extended experimental investigations

et al. 2012

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Teachers often have difficulty implementing inquiry-based activities, leading to the arousal of negative emotions. In this multicase study of beginning physics teachers in Australia, we were interested in the extent to which their expectations were realized and how their classroom experiences while implementing extended experimental investigations (EEIs) produced emotional states that mediated their teaching practices. Against rhetoric of fear expressed by their senior colleagues, three of the four teachers were surprised by the positive outcomes from their supervision of EEIs for the first time. Two of these teachers experienced high intensity positive emotions in response to their students' success. When student actions / outcomes did not meet their teachers' expectations, frustration, anger, and disappointment were experienced by the teachers, as predicted by a sociological theory of human emotions (Turner, 2007). Over the course of the EEI projects, the teachers' practices changed along with their emotional states and their students' achievements. We account for similarities and differences in the teachers' emotional experiences in terms of context, prior experience, and expectations. The findings from this study provide insights into effective supervision practices that can be used to inform new and experienced teachers alike.

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confidence: 99%

Emotional arousal of beginning physics teachers during extended experimental investigations

et al. 2012

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“…Some of the reasons for this include insufficient curricular time, lack of support from students, schools or parents, and low teacher selfconfidence (McNally, 2006). Teachers find it difficult to formulate inquiry questions (Van Rens et al, 2010). Teachers also do not fully understand creative potential with students' creative abilities, most teachers agree that every student has creative potential but they do not believe students can think creatively (Ching Leen et al, 2014).…”

Section: Provision Of Creative Teaching Materials For the Development...mentioning

confidence: 99%

Provision of Creative Teaching Materials in Improving Creative Disposition and Creative Thinking Skills of High School Students

Sukarso

Artayasa²,

Bahri³

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study examines the use of creative teaching materials in building students' creative thinking skills. The research sample was 53 students of class X one of the public high schools in Mataram. Instruments for learning activities in the form of creative teaching materials modified by the Writing to Teach approach, student books and data collection instruments. Creative dispositions were measured using closed questionnaires on inquisitive, persistent, imaginative, collaborative and disciplined aspects. Students' creative thinking skills were measured using a creative thinking skills test in the form of five essay questions on viruses. The results of the study show that the use of creative teaching materials triggers creative dispositions in the five aspects of inquisitive, persistent, imaginative, collaborative and disciplined aspects, also improves creative thinking skills where the average score of classes using creative teaching materials is higher than the average score in classes using books student package. Students' creative thinking skills improve in all aspects of creative thinking skills (flexibility, fluency, elaboration and originality). This shows that the use of creative teaching materials provides better conditions for the development of students' creative thinking skills.

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“…After this, the teacher coached the students to evaluate the accuracy, reliability, and validity of an article on the Synthesis of Methyl Orange in a Microreactor prepared by the author (L.v.R.) and a group of five experienced pre-university chemistry teachers …”

Section: Pilot Projectmentioning

confidence: 99%

Using a Web Application To Conduct and Investigate Syntheses of Methyl Orange Remotely

et al. 2013

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Thirty-six pre-university chemistry students and two chemistry teachers used flow chemistry as a technology for the synthesis of methyl orange. FutureChemistry and VU University Amsterdam cooperatively created FlowStart Remote, a device that enabled the students to remotely conduct this synthesis and in real time monitor and control the device via a LabVIEW Web application. The students were able to conduct experiments under different conditions and became acquainted with flow chemistry in a safe way. The remotely controlled device can be shared among several upper-level secondary schools, giving access to experimentation for many students all over the world.

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A framework for teaching scientific inquiry in upper secondary school chemistry

Cited by 25 publications

References 53 publications

Emotional arousal of beginning physics teachers during extended experimental investigations

Emotional arousal of beginning physics teachers during extended experimental investigations

Provision of Creative Teaching Materials in Improving Creative Disposition and Creative Thinking Skills of High School Students

Using a Web Application To Conduct and Investigate Syntheses of Methyl Orange Remotely

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