inquiry, constructivism, science
The purpose of this study was to determine the effects that science inquiry would have on fourth grade students' ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were used, along with observations, field notes, videotaped lessons, and reflections. The data revealed that students' ability to communicate about science concepts improved during the study. Their perceptions of science and scientists became more realistic. My role as a director of knowledge transitioned into a facilitator.
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Master of Education (M.Ed.)
College of Education
K-8 Mathematics and Science Education
Length of Campus-only Access
Masters Thesis (Open Access)
Luke, Stephanie, "The Effects Of Science Inquiry In A Fourth Grade Classroom" (2006). Electronic Theses and Dissertations. 798.