Almost half of all chemistry teachers do not use inquiry in their classroom. Teachers cite classroom management, safety, and workload as reasons for not implementing inquiry techniques in their classroom (Deters, 2004). These teachers may resist laboratory-based inquiry finding it too daunting for themselves and their students. However, both students and teachers can progressively move to laboratory-based inquiry by first starting with less demanding science inquiry. This article describes an inquiry atmosphere created in a discussion classroom setting where students only minimally interact with materials. Students investigate macroscopic properties of water and hexane at their desks and the teacher performs a highly interactive demonstration to assess and increase student understanding. This article promotes National Science Education Content Standards A and B, and Iowa Teaching Standards I, 3, and 6.
Iowa Science Teachers Journal
© Copyright 2005 by the Iowa Academy of Science
"Introducing Students to Polar and Non-Polar Interactions through Inquiry,"
Iowa Science Teachers Journal: Vol. 32
, Article 6.
Available at: https://scholarworks.uni.edu/istj/vol32/iss3/6