Date of Award
Spring 2022
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
James Kirylo
Abstract
The purpose of this study was to examine the effects of phenomena-based inquiry on students’ engagement levels in my science classroom. This action research study took place in the fall of 2021 with six student participants. Participants were enrolled in an eighth-grade honors science course in a middle school in South Carolina. The research was predominantly qualitative, and data was collected from participant pre- and poststudy surveys and interviews, anticipation guides, exit tickets, online discussion forums, and teacher field notes. The data revealed that phenomena-based inquiry encouraged students to participate and engage in their own learning, as indicated by post interview questions, improved post-study survey scores, and teacher observations. By sparking students’ curiosity, making content relevant to their own lives, and heightening their confidence, phenomena-based inquiry increased engagement in the classroom.
Rights
© 2022, Laura Nix
Recommended Citation
Nix, L.(2022). Why Ask Questions? How Phenomena-Based Inquiry Affects Student Engagement in a Middle School Science Classroom. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6785