Abstract
Scientific inquiry is a part of scientific literacy which is probably one of the main goals of science education. This paper reports a preliminary study on chemistry teachers’ understanding about scientific inquiry carried out using a Questionnaire of Views about Scientific Inquiry (VASI) with background of chemistry knowledge. Sample of the study is 32 chemistry teachers of senior and vocational high schools. Results showed that (1) the chemistry teachers held more informed views than science teachers reported in the previous study and (2) the pattern of chemistry teachers’ understanding about aspects of scientific inquiry is the same as senior high school students’ understanding. These indicate that (1) the complexity of leraning material people learned may be influences their inference ability and (2) the first year university chemistry students’ understanding of scientific inquiry are the strengthening of the perception they get from their teachers when they were school students.
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