2007/07/09 by Samia Khan · 106 citations
Chemistry · Psychology · Social Sciences · #Chemistry #Chemistry education #Class (philosophy) #Computer science #Educational Strategies and Epistemologies #Mathematics education #Pedagogy #Process (computing) #Psychology #Science Education and Pedagogy #Science education #Social psychology #Student engagement #Various Chemistry Research Topics
paper · doi:10.1002/sce.20226
published in Science Education 91(6), 877-905 (Wiley)
openalex publication_date 2007/07/09 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01
Abstract In this paper, instructional strategies for sustaining model‐based inquiry in an undergraduate chemistry class were analyzed through data collected from classroom observations, a student survey, and in‐depth problem‐solving sessions with the instructor and students. Analysis of teacher–student interactions revealed a cyclical pattern in which students generated, evaluated, and modified (GEM) hypotheses throughout the course. It is hypothesized that sustained involvement in the GEM cycle contributed to students' engagement with scientific inquiry and model construction and revision. As such, GEM represents a promising approach toward achieving process and content goals in the undergraduate chemistry classroom. © 2007 Wiley Periodicals, Inc. Sci Ed , 91: 877–905, 2007