Enhancing the pedagogical content knowledge of teachers by using an evidence-based inquiry approach in the chemistry

In this paper we will present an evidence-based model for the continuous professional development (CPD) of chemistry teachers, using the inquiry approach in the chemistry laboratory. The teachers had to fill protocols assembled in a portfolio that can be used to demonstrate evidence-based practice in chemistry teaching in the inquiry laboratory. Seven experienced chemistry teachers participated in a workshop, coordinated by three CPD providers from the Department of Science Teaching, at the Weizmann Institute of Science. The meetings, lasting about three hours, were conducted once a month. Of the seven teachers, some were videotaped while conducting inquiry-type experiments in their classes, and were interviewed immediately afterwards. Based on the findings, we concluded that the teachers became more reflective and more aware of their practice. In addition, we observed a change in their pedagogical knowledge and content knowledge regarding the inquiry teaching.

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Evidence-Based Continuous Professional Development ,

Inquiry Approach in The Chemistry Laboratory ,

Pedagogical Content Knowledge ,