P649: Implementing “Modeling Instruction” with fidelity and the difficulties chemistry teachers face in their classrooms: A case study [WITHDRAWN]

Author: Tasha M. Frick, Middle Tennessee State University, USA

Co-Author:

Date: 8/5/14

Time: 5:15 PM6:30 PM

Room: LIB

Related Symposium: S33

This poster will feature case study research that describes the difficulties that four high school chemistry teachers faced while implementing Modeling Instruction into their classrooms. Modeling Instruction is characterized by the development of understanding through cooperative inquiry and collective discourse on a path from concrete to abstract. Modeling Instruction was developed at the University of Arizona and has a strong research base for the potential benefit of the program when implemented with fidelity. The complications in transforming a classroom from traditional teacher centered methods to one which focuses on the use of the more student centered Modeling Instruction will be thoroughly investigated through the stories of each of the participants. The study begins with observations of the teachers prior to the introduction of Modeling Instruction and follows them into the professional development in the summer, the initial use in the fall term, a follow-up workshop, and finally back into the classrooms. The data include interviews and observations. The enlightening findings highlight the difficulties teachers had in aligning the standards, and developing a scope and sequence, as well as reconciling their beliefs about student ability.