Date of Award

2018

Document Type

Open Access Dissertation

Department

Educational Studies

Sub-Department

College of Education

First Advisor

Christopher Bogiages

Abstract

Previous to this study, teaching and learning practices in the first-grade classroom of study were primarily teacher and content driven and did not reflect the student-driven inquiry process. The identified problem of practice for this action research study was the first-grade students in the teacher-researcher classroom did not demonstrate inquiry or scientific literacy through content-centered teaching practices. The research plan presented addressed the use of scientific practices as they related to inquiry-based teaching and learning. An action research methodology was used to explore the instructional tools that increased student proficiency in two specific scientific practices: analyzing and interpreting data and generating arguments from evidence. The impact of a focus on scientific practice on the inquiry-based teaching and learning practices within a first-grade International Baccalaureate Primary Years Programme School were also investigated. This study was conducted over a six-week period in Spring 2018.

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