Course Identification

Title:

Chemistry module: Inquiry-based learning

Code:

20216062

Lecturers and Teaching Assistants

Lecturers:

Dr. Malka Yayon, Dr. Dvora Katchevich

TA's:

N/A

Course Schedule and Location

Year:

2021

Semester:

Second Semester

When / Where:

Tuesday, 13:15 - 16:00

First Lecture:

11/05/2021

End date:

31/08/2021

Field of Study, Course Type and Credit Points

Science Teaching (non thesis MSc Track): Lecture; Obligatory; Regular; 2.00 points

Comments

לתלמידי שנה א

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

Inquiry based teaching and learning
Education through science – PROFILES project
Teaching inquiry with mystery incorporated
Construction 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
Implementing inquiry-based teaching in class.
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).
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Website

N/A