Keywords

Inquiry, science, education, action research

Abstract

The National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were encouraged to ask and answer their own questions. In this study, analysis of data gathered form: pre and post survey, student journals, teacher field notes, and student interviews were triangulated to provide the support for findings reported in this study. Findins showed that inquiry-based science experiences positively affected students' attitudes in science and their participation. In addition, student worked collaboratively, made connections to other experiences, and demonstrated confidence in their ability to ask and answer their own questions through inquiry-based experiences.

Notes

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Graduation Date

2005

Semester

Spring

Advisor

Jeanpierre, Bobby

Degree

Master of Education (M.Ed.)

College

College of Education

Department

Educational Studies

Degree Program

K-8 Mathematics and Science Education

Format

application/pdf

Identifier

CFE0000530

URL

http://purl.fcla.edu/fcla/etd/CFE0000530

Language

English

Release Date

January 2010

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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