Inquiry teaching in high school chemistry classrooms: The role of knowledge and beliefs

Gillian H. Roehrig, Julie A. Luft

Research output: Contribution to journalArticlepeer-review

26 Scopus citations

Abstract

Content preparation, pedagogical preparation, and beliefs were considered as three possible factors that influence beginning chemistry teachers' decisions about implementing inquiry-based instruction in their classrooms. Ten teachers participated in the study. Among them, seven entered the teaching profession from a preparation program that provided them with strategies to implement inquiry instruction. The other three received instruction on how to implement inquiry teaching through the science-focused induction program. Despite having knowledge of strategies for inquiry teaching, only five of the teachers implemented inquiry strategies in their classrooms. Data revealed a connection between teaching beliefs and classroom practice for secondary chemistry teachers that holds for a range of content and pedagogical preparedness. Providing teachers with knowledge of inquiry strategies is not sufficient to meet the expectation that beginning teachers will in fact implement inquiry in their classrooms.

Original languageEnglish (US)
Pages (from-to)1510-1516
Number of pages7
JournalJournal of Chemical Education
Volume81
Issue number10
StatePublished - Oct 1 2004

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