Inquiry-Based Learning In Arizona’s Middle School Science Classrooms
AuthorHastings, Camille Armitage
AdvisorRoth, W. Barry
MetadataShow full item record
PublisherThe University of Arizona.
AbstractThroughout my own college career, I’ve witnessed the benefits of inquiry-based science instruction in students of all ages. I’ve seen the intrinsic motivation and passion come out in children as they have the opportunity to form questions, work within a student community, and interact with meaningful and applicable scientific problems. This thesis explores inquiry-based learning in middle school science classrooms, and its current prevalence in Tucson, Arizona schools. This project takes the form of a research paper split into three parts: 1. a general introduction to inquiry-based learning and accompanying background literature, 2. research and analysis based on middle school science teacher interviews conducted, and 3. a discussion of those results, the implications for future science instruction, and my own personal and course connections. With this research, I reveal how much of current science instruction in middle schools fall under the category of inquiry-based and what kinds of barriers middle school science teachers find in implementing this type of instruction in their classroom.