Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
For decades teachers have worked to attain maximum achievement with all students in their classrooms. Instead of seeing an increase in student success, teachers have witnessed the development of apathy toward school spawned by several years of below average academic achievement, low self-esteem, and social behaviors that involve poor choices which place them at risk. Educators often have preconceived views of the abilities of at risk students, which influence their instructional practices in the science classroom. Inquiry is one such instructional method that has rarely been used in environments with at risk students even though it is a strongly encouraged practice.
A literature review was conducted to elaborate on constructivism and inquiry instruction, and addressed three major questions: 1) Are low achieving students capable of constructing knowledge through inquiry instruction? 2) Is it possible for at risk students to change or reconstruct their scientific discourse and engage in higher order thinking skills? and lastly 3) What kind of role does the instructor play in the success or failure of inquiry instruction with the at risk population? Conclusions drawn from the literature review can guide future instructional practices in the following ways: 1) at risk students are cognitively capable of both successfully achieving in inquiry environments and reconstructing their scientific discourse; and 2) failures of any kind with inquiry instruction rest entirely on the abilities of the instructor rather than the type of students in the classroom. Implementing successful inquiry overall will not necessarily be an easy task, but it is definitely one that should be pursued because every student deserves the opportunity for meaningful science experiences, even those that are at risk.
Year of Submission
2004
Degree Name
Master of Arts
Department
Science Education Program
Date Original
7-2004
Object Description
1 PDF (45 pages)
Copyright
©2004 Shishonee N. Hughes
Language
en
File Format
application/pdf
Recommended Citation
Hughes, Shishonee N., "At-Risk Students: Will Scientific Inquiry Lead to Meaningful Learning?" (2004). Graduate Research Papers. 4567.
https://scholarworks.uni.edu/grp/4567
Comments
If you are the rightful copyright holder of this graduate research paper and wish to have it removed from the Open Access Collection, please submit an email request to scholarworks@uni.edu. Include your name and clearly identify the thesis by full title and author as shown on the work.