Inquiry-based modeling in the high school chemistry classroom

Abstract

This project investigated the impact of intentionally integrated inquiry-based modeling impacted student attitudes and achievement towards chemistry in a high school Advanced Placement Chemistry classroom. For two chapters of instruction, student learning was coupled with inquiry-based model creating. Students performed modeling regularly throughout the two chapters. Data collection for this project included pre-tests, post-tests, modeling performance assessments, surveys, and interviews. The results indicated a slight improvement in student attitudes and achievement in chemistry.