TI Helps Teachers Become Scholars
Chad Bridle, a chemistry and physics at Grandville High School, helps his students understand chemistry by helping them see what is happening at the particle level using inquiry-based activities that include particle modeling. Using activities focused on phases of matter and chemical and physical changes that he and his colleagues developed as part of the Target Inquiry program, Chad examined the impact of this particle level modeling on student understanding of these core chemistry concepts. His study demonstrated the value of these activities and a more detailed account of the study and its results have been published in the Journal of Chemical Education. Also be sure to check out all of the TI activities by going to our Teaching Materials link!
Target Inquiry: Helping Teachers to Successfully Implement Standards-based Inquiry Instruction
**Labs developed by the Target Inquiry teachers have been adopted worldwide. Click for map.
Target Inquiry (TI) is a 2½-year program designed to meet the professional development needs of middle and high school science teachers for developing an inquiry-based science classroom. TI is for science teachers who wish to earn a Master of Education with an Emphasis in Advanced Content Specialization or complete the 15 credit certificate program. TI is designed to 1) provide teacher participants with an authentic science laboratory research experience, and 2) facilitate the integration of their research experience into their classroom through the design, implementation, and evaluation of inquiry-based curriculum.
Target Inquiry is funded by the National Science Foundation Divisions of Elementary, Secondary, and Informal Education (ESI-0553215) and Research on Leaning in Formal and Informal Settings (DRL-1118658), the Camille and Henry Dreyfus Foundation 2005 Special Grant Program in the Chemical Sciences, and Grand Valley State University.
Any opinions, findings, conclusions or recommendations expressed in these materials are those of the TI project and do not necessarily reflect the views of the National Science Foundation.
Page last modified November 21, 2011