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Why Ask Questions? How Phenomena-Based Inquiry Affects Student Engagement in a Middle School Science Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Why Ask Questions? How Phenomena-Based Inquiry Affects Student Engagement in a Middle School Science Classroom./
Author:	Nix, Laura.
Description:	1 online resource (114 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28969206click for full text (PQDT)
ISBN:	9798819332498

Why Ask Questions? How Phenomena-Based Inquiry Affects Student Engagement in a Middle School Science Classroom.
Nix, Laura.

Why Ask Questions? How Phenomena-Based Inquiry Affects Student Engagement in a Middle School Science Classroom. - 1 online resource (114 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2022.

Includes bibliographical references

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 8th grade honors science course in a middle school in South Carolina. The research was predominantly qualitative and data was collected from participant pre- and post-study 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 my classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798819332498Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

EngagementIndex Terms--Genre/Form:

542853
Electronic books.

Why Ask Questions? How Phenomena-Based Inquiry Affects Student Engagement in a Middle School Science Classroom.
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500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
500 $a Advisor: Kirylo, James.
502 $a Thesis (Ed.D.)--University of South Carolina, 2022.
504 $a Includes bibliographical references
520 $a 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 8th grade honors science course in a middle school in South Carolina. The research was predominantly qualitative and data was collected from participant pre- and post-study 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 my classroom.
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538 $a Mode of access: World Wide Web
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650 4 $a Science education. $3 521340
650 4 $a Middle school education. $3 969762
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653 $a Inquiry
653 $a Middle school
653 $a Phenomena
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