Course Identification

Title:

Chemistry module: Inquiry-basedlearning

Code:

20186053

Lecturers and Teaching Assistants

Lecturers:

Dr. Dvora Katchevich, Dr. Malka Yayon

TA's:

N/A

Course Schedule and Location

Year:

2018

Semester:

Full Year

When / Where:

Tuesday, 13:00 - 14:30, Musher, Lab 2

First Lecture:

31/10/2017

Field of Study, Course Type and Credit Points

Science Teaching (non thesis MSc Track): Lecture; Obligatory; 4.00 points

Comments

For 1st year MSc students

Prerequisites

No

Restrictions

Participants:

20

Other:

For students in the Rothschild-Weizmann program only

Language of Instruction

Hebrew

Attendance and participation

Required in at least 80% of the lectures

Grade Type

Numerical (out of 100)

Grade Breakdown (in %)

Attendance

10%

Assignments:

30%

Seminar:

20%

Final:

40%

Evaluation Type

Final assignment

Scheduled date 1

Date / due date

N/A

Location

N/A

Time

-

Remarks

N/A

Estimated Weekly Independent Workload (in hours)

2

Syllabus

Relevance of science education
Inquiry based teaching and learning
Advanced inquiry based learning (level III)
Proposal structure
Teachig inquiry with mystery incorporated
Cinstruction of Likert questionnaire
Interview research tool

Learning Outcomes

Upon successful completion of the course- students should be able to:

Conduct inquiry experiments
Teach chemistry using the inquiry approach
Teach inquiry skills
Design advanced inquiry experiment
Conduct and present advanced inquiry experiment
Conduct an educational evaluation of their teaching

Reading List

Blonder, R., Mamlok-Naaman, R., & Hofstein, A. (2008). Analyzing inquiry questions of high-school students in a gas chromatography open-ended laboratory experiment. Chemistry Education Research and Practice, 9, 250-258. doi:doi: 10.1039/B812414K

Bybee, R., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. Retrieved from Colorado Springs:

Domin, D. S. (1999). A review of laboratory instruction styles. Journal of Chemical Education, 76, 543-547.

Mamlok-Naaman, R., Navon, O., Carmeli, R. & Hofstein, A. (2003). Teachers Research their Students' Understanding of Electrical Conductivity. Australian Journal of Education in Chemistry, 62, 13-20.

Hofstein, A., Navon, O., Kipnis, M. & Mamlok-Naaman, R. (2005). Developing Students Ability to Ask More and Better Questions Resulting from Inquiry-Type Chemistry Laboratories. Journal of Research in Science Teaching, 42, 791-806.

Taitelbaum, D., Mamlok-Naaman, R., Carmeli, M., & Hofstein, A. (2008). Evidence-based Continuous Professional Development (CPD) in the Inquiry Chemistry Laboratory (ICL). International Journal of Science Education, 30(5), 593, 617.

Dkeidek, I., Mamlok-Namman, R. & Hofstein, A. (2011). Effect of culture on high-school students' question-asking ability resulting from an inquiry-oriented chemistry laboratory. International Journal of Science and Mathematics Education, Vol. 9 (On line first).
.

Website

N/A