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 Mathematics and Science Education
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)
STARS Citation
Clayton, Angela, "Science Inquiry Kits And Teacher Preparedness To Teach Science As Inquiry In Elementary Classrooms" (2009). Electronic Theses and Dissertations. 4141.
https://stars.library.ucf.edu/etd/4141