A Case Study of Investigating a Chemistry Teacher’ Practice and Reflection on Implementing Inquiry Teaching: An Activity of the Volcanic Eruption Author: Jun-Yi Chen(Graduate Institute of Science Education, National Chiayi University) Huey-Por Chang, (Department of Physics, National Changhua University of Education)

Vol.&No.：Vol. 53, No.2
Date：December 2008
Pages：91-123
DOI：10.6300/JNTNU.2008.53(2).04

Abstract：

This study was a part of a three-year long professional development project for teachers to carry out inquiry teaching. A chemistry teacher was investigated in this study. His practical knowledge of inquiry teaching as well as the classroom practice and reflection on implementing inquiry teaching were examined. The data were gathered by interviews, classroom observations, meeting records and artifacts. After data analyzed, several categories and propositions were emerged. It was found that the case teacher regarded inquiry teaching as the processes of observing phenomena as well as designing and conducting experiments, called “reconstruct model”. Both of students’ prior knowledge and competence should be considered to design the activity of “volcanic eruption”. The results showed that students enjoyed engaging in inquiry teaching and learned scientific conceptions and abilities. Furthermore, the case teacher indicated that he acquired confidence and support from his students and was willing to continue implementing inquiry teaching.

Keywords：scientific inquiry, practical knowledge of inquiry teaching, professional development

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