Abstract
The recent revisions to the advanced placement (AP) chemistry curriculum promote deep conceptual understanding of chemistry content over more rote memorization of facts and algorithmic problem solving. For many teachers, this will mean moving away from traditional worksheets and verification lab activities that they have used to address the vast amounts of content in the AP chemistry course. Moreover, a substantial shift in teachers’ beliefs about teaching and learning of chemistry will be needed to facilitate the transformation of their instructional practices. Research has shown that such substantial shifts in beliefs and practices also requires a shift in professional development (PD) models, away from the traditional one-day to one-week workshops and toward PD that is sustained, coherent, content- and inquiry-focused, and supported. This paper uses the Target Inquiry (TI) program as an example of this latter type of PD to highlight important considerations in developing PD experiences that will suppor...
Published Version
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