Date

2014

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This research analyzes the results of implementing inquiry based science lessons in a middle school classroom to determine if students build critical thinking and inquiry skills. Additionally, the impact of inquiry lessons on my own teaching methods and on student attitude towards science learning was measured. Conclusions have been drawn through analysis of data from pre and post intervention student questionnaires, rubric scoring of student work, as well as analysis of the inquiry lesson plans and impact on teaching methods. Through implementation of specifically designed inquiry based activities requiring students to build upon previous knowledge and providing opportunities to actively construct understanding of science and the natural world, participants showed a minor increase in critical thinking and inquiry skills. Attitude towards science was seen to be more positive after the implementation of the inquiry based lab activities in the experimental group of students. Teaching methods were found to have shifted during inquiry based activity surrounding time management as well as teacher focus and control during student activity.

Comments

Thesis (M.A.) Teacher Education Department

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