Science education research has widely reported the benefits of inquiry-oriented instruction. Yet, the curricular resources provided by my school were traditional textbooks. I decided to enhance these resources by designing an inquiry-oriented (problem-based) unit for my advanced physics students (16–18 years old). Many of my students, who had been successful in traditional instruction, expressed severe frustration during the unit. I conducted a study to better understand the sources of my students’ frustration as well as their feelings of success. I share the results of this study and discuss implications for the design of teacher-developed inquiry-oriented science instruction.
Original languageEnglish
JournalSchool Science Review
Volume100
Issue number373
Pages (from-to)55-59
Number of pages5
ISSN0036-6811
Publication statusPublished - 06.2019

ID: 963606