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Makale Özeti:
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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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