Keywords

inquiry, constructivism, science

Abstract

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.

Notes

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Graduation Date

2006

Semester

Spring

Advisor

Jeanpierre, Bobby

Degree

Master of Education (M.Ed.)

College

College of Education

Degree Program

K-8 Mathematics and Science Education

Format

application/pdf

Identifier

CFE0001033

URL

http://purl.fcla.edu/fcla/etd/CFE0001033

Language

English

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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