Integrating Guided Inquiry into a Traditional Chemistry Curricular Framework

Abstract

The case study presented in this paper examines the work of one high school chemistry teacher who has integrated guided inquiry into a yearlong, traditional curricular framework in ways that take into account the constraints and realities of her classroom. The study’s findings suggest (1) the extent and frequency to which teachers can realistically integrate guided inquiry into existing science curricula, (2) the manner in which teachers can make effective transitions into and out of a guided inquiry, and (3) the way in which teachers can set an overarching goal to bring a driving purpose to all of the guided inquiries that the students experience. Based on the insights gained from the current case study, an argument is made that researchers should examine the practice of other teachers (especially in the common subjects of biology, chemistry, and physics) who have integrated guided inquiry into the fabric of their curricula. By doing so, a library of case studies can be built that will provide science teachers with new ideas on how inquiry can be holistically and productively integrated into yearlong traditional curricular frameworks.

Keywords:

• Chemistry education
• Curriculum
• Inquiry‐based teaching
• Classroom
• Teacher actions

Acknowledgments

I thank the Spencer Foundation for supporting this project through a generous research grant, Ms. Fisher for her willingness to document and discuss her enacted curriculum, and the students for participating in this study. I also thank Deborah Stipek, Richard Shavelson, and Jean Lythcott for their valuable input during the planning phase of the project; Clare Kosnik for her extensive encouragement and advice throughout all phases; Lisa Goldstein for her useful critique and feedback on earlier drafts of this article; and two anonymous reviewers for their constructive comments.

Notes

1. Pseudonyms of the teacher and her students are used throughout.