Graduate Research Papers

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Open Access Graduate Research Paper

Keywords

Science--Study and teaching (Elementary); Inquiry-based learning;

Abstract

This review examined the academic benefits of using inquiry-based science instruction in elementary classrooms. It also examined different ways teachers integrate inquiry-based instruction. Several studies identified increases in science content knowledge, concepts, and process skills as outcomes associated with inquiry-based instruction. Other studies in this review showed mixed or negative results for academic benefits of inquiry-instruction. This review also highlights hands-on investigations, discourse, and literacy as three ways teachers integrate inquiry. Findings of this review suggest inquiry-based instruction allows students to understand difficult science concepts, justify their ideas, and can create positive attitudes toward science.

Year of Submission

2017

Degree Name

Master of Arts in Education

Department

Department of Curriculum and Instruction

First Advisor

Betty Zan

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 a request to scholarworks@uni.edu and include clear identification of the work, preferably with URL.

Date Original

2017

Object Description

1 PDF file (v, 65 pages)

Language

EN

File Format

application/pdf

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