Date of Award
Fall 12-16-2021
Document Type
Thesis (699 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Tiffany Bockelmann
Keywords
5E, Inquiry Based Learning, Science, Engagement
Abstract
The researcher investigated the attitudes toward inquiry-based learning and grades of students in middle school science as well as the significance of rubric based classroom discussion. The literature showed the researcher inquiry-based learning has been shown to increase engagement and understanding. The literature also showed classroom discussions were made more meaningful by implementation of expectations and a rubric. The researcher provided evidence of a significant improvement of classroom discussion, attitudes toward inquiry-based learning, and grades due to implementation of the actions taken by the researcher. The researcher used Kristine Bruss’s discussion rubric and expectations. The researcher also used Paul Anderson’s mini-lessons focused on inquiry-based learning activities. Data was collected by using students’ grades and students’ responses to a Likert scale survey. Data was analyzed using a one-way ANOVA test. Also student work was collected to show differences made before and after the researcher’s intervention was activated. Results from the ANOVA test showed there was a significant increase in student classroom discussion because of the expectations and discussion rubric. Also, the ANOVA test showed there was a significant increase in student’s attitudes toward inquiry-based learning as well as the grades of the students because of the interventions implemented.
Recommended Citation
Miller, Mitchell, "Cyclical and Intentional Activity Selection in Inquiry-Based Learning Improved by 5E Learning" (2021). Dissertations, Theses, and Projects. 607.
https://red.mnstate.edu/thesis/607