The Activity Model of Inquiry (Harwood, 2004) is a theoretically-grounded and empirically-derived model of scientific inquiry. This research examines how undergraduate students' views of scientific inquiry shift after introduction of the Activity Model of Inquiry in a general chemistry course. Students are asked to respond to essay prompts and a pre- and post-questionnaire. Preliminary findings show shifts from a naive view to a more informed view of nature of scientific inquiry for some students.
['Sara Marchlewicz', 'Donald J. Wink']
Using the activity model of inquiry to develop undergraduate students' views of the scientific inquiry process