2008-2009 - Grand Valley State University

Above: Target Inquiry students explore ways to change how they teach high
school chemistry. Right: GVSU Professors Caryn King (left), COE, and Sherrill
Soman (right), Chemistry Department, prepare to team teach their TI class.
Adventures in Teaching
West Michigan high school chemistry teachers say their
students now have a “better grasp” on chemistry because
they have attended the Grand Valley State University
Target Inquiry (TI) professional development program.
The innovative program, now in its third year, has been a
successful collaboration between the College of Education
and Grand Valley’s Chemistry Department. Students
earning a Master of Education degree with middle/high
school emphasis in Chemistry have had an authentic
laboratory research experience and have learned ways
to integrate content-rich scientific inquiry into their high
school classrooms. According to assessment studies,
high school teachers’ practices have changed and student
achievement has significantly increased.
What is Target Inquiry?
It is a new model for high school chemistry professional
development. In TI teachers learn how to:
• Use inquiry-based teaching methods.
• Do inquiry as scientists.
• Develop conceptually rich teaching materials.
• Evaluate teaching reforms as education researchers.
Deborah Herrington and Ellen Yezierski, GVSU associate
professors of chemistry and TI project directors, have
given invited talks, nationally and internationally, on the
TI model and its results.
Article based on story in GVNOW, Feb. 13, 2009.
Target Inquiry is funded by the National Science Foundation Division
of Elementary, Secondary and Informal Education; the Camille and
Henry Dreyfus Foundation 2005 Special Grant Program in the
Chemical Sciences; and Grand Valley State University.
Teachers Excel
with Target Inquiry
The benefits from participating
in TI are “priceless.” My teaching
has become so enjoyable and the
students are taking ownership of
their learning.
Kevin Conkel
Hudsonville H.S.
I discovered that small but intentional
changes to a lesson or a lab can
greatly impact the outcomes
achieved by my students.
Brian VanZanten
West Ottawa H.S.
My students are now required to
think on a deeper level, which will
help them problem-solve later in
their academic careers.
Sarah Toman
Western Michigan Christian H.S.
My students now have personal
engagement with high-level
conceptually-rich curriculum.
Debra Johnson
North Muskegon H.S.
Learning Through
Collaboration
27