Keywords

science kits, inquiry, science instructional materials, elementary education, science & teaching

Abstract

The National Science Education Standards (1996) indicate that science education should include inquiry instruction. Many teachers still struggle with how to implement inquiry in their classrooms and a lack of high quality inquiry-based instructional materials has been posited as a hindrance. The purpose of this qualitative study was to observe the instructional practices of three elementary teachers when using an inquiry-based science kit program in their fourth grade classrooms. Teacher practices and their attitudes towards their preparedness to teach science with the support of the curricular program were examined. Data were collected through pre/post survey comparisons, observations, and a focus group session. Results indicated that these teachers' attitudes were positively impacted. Teachers' access to science kits provided resources which facilitated more inquiry experiences with their students; however, resources alone did not fully address teacher science content needs.

Notes

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Graduation Date

2009

Advisor

Jeanpierre, Bobby

Degree

Master of Education (M.Ed.)

College

College of Education

Department

Teaching and Learning Principles

Degree Program

K-8 Math and Science

Format

application/pdf

Identifier

CFE0002568

URL

http://purl.fcla.edu/fcla/etd/CFE0002568

Language

English

Release Date

May 2009

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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