Abstract This paper uses the View About Scientific Inquiry (VASI) questionnaire prepared by Norman G. Lederman and Judith S. Lederman for 38 pre-servicechemistry teachers in order to investigate their scientific inquiry concept. The results show that pre-service chemistry teachers have a different level of understanding of scientific inquiry. The best level of understanding is dimension 3 (D3), 74% of pre-service chemistry teachers hold an “informed” view on this dimension. The middle level is dimension 2 (D2), 66% of pre-service chemistry teachers hold a “mixed” view on this dimension. The worst level of understanding is dimension 7 (D7), 61% of pre-service chemistry teachers hold the “naive” view, and no one has a “informed” view on this dimension. In response to this situation, three improvement strategies are proposed. The first is “ explicithess”. The “explicithess” approach presents contents related to scientific inquiry and understanding in curriculum standards and textbooks.The second is “activization”. Teachers design and implement various practical activities based on understanding and inquiry in teaching. The third is “reflective”, guiding students to actively reflect on scientific inquiry activities to gain an in-depth understanding of scientific inquiry.
CHAI Xiao-Cui, GAI Li-Chun. Investigation and Research on the Level of Understanding of Scientific Inquiry by Pre-Service Chemistry Teachers[J]. Chinese Journal of Chemical Education, 2020, 41(4): 52-57.
