Abstract

This study investigated how elementary pre-service teachers learned to come up with factors affecting chemical reaction rate by inquiry-based instruction. The 3-week period unit was developed for and taught in a science course for students before they were admitted to the elementary education professional program. Twenty-seven pre-service teachers were examined for their prior knowledge by using the pre-test comprising 13 open-ended questions. During the unit, they presented their understanding in both small group and class discussions with posters, and presentations that included demonstrations. In addition, every week they summarized their understanding, discussed questions arising and proposed further steps for their learning in their journals. The results showed that this group of pre-service teachers, as judged by the post- to pre-test gains, developed a deeper understanding of the factors that affect the reaction rate. They gained better understanding of their observations at the macro level and were able to explain them at the micro (molecular) level as well. These results suggested that, through guided-inquiry, students could develop a better understanding of the content as well as how to learn via an inquiry approach. The students also had positive attitude toward the unit as judged by responses from the questionnaire.