Student success in chemistry can be attributed to the development and understanding of conceptual and abstract ideas built from the foundations of chemistry. This paper presents findings from a professional development opportunity for high school chemistry teachers that explored model-based inquiry in chemistry.  A case study approach was used to determine catalysts and inhibitors that exist for the implementation of modeling in high school chemistry classrooms. It seeks to better understand and equip educators with strategies to allow their students to develop, revise, and create their own models for understanding complex and abstract processes within chemistry. The data demonstrates the evolution of understanding and implementation of modeling.

Building a culture of modeling in the high school chemistry classroom

247th National Meeting (2014)

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