The Effects Of The Teacher\u27s Use Of Guided Inquiry In The Fifth Grade Classroom

THIS STUDY INVESTIGATED THE EFFECTS OF THE TEACHER\u27S USE OF GUIDED INQUIRY IN A FIFTH GRADE SCIENCE CLASSROOM. INQUIRY IS SUPPORTED BY THE NATIONAL RESEARCH COUNCIL(2000), AND INDICATES THAT ALL STUDENTS SHOULD DEVELOP THE ABILITIES NECESSARY TO DO SCIENTIFIC INQUIRY AND DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY (P.21). THIS STUDY WAS A QUALITATIVE ACTION RESEARCH DESIGN, FOCUSING ON SEVENTEEN STUDENTS AND THEIR RESPONSES TO A GUIDED INQUIRY METHOD OF SCIENCE INSTRUCTION ON MATTER, ENERGY AND MOTION, AND EARTH AND SPACE. AN ANALYSIS OF STUDENTS\u27 PERFORMANCE AND STUDENTS\u27 ATTITUDES ABOUT SCIENCE IN THE CLASSROOM WAS CONDUCTED ABOUT EACH UNIT OF INSTRUCTION. THE 5-E MODEL OF GUIDED INQUIRY WAS USED TO ELICIT MEANINGFUL UNDERSTANDINGS WHILE COMPLETING THE UNITS OF MATTER, ENERGY AND MOTION, AND EARTH AND SPACE. STUDENTS WORKED IN COOPERATIVE GROUPS TO SUPPORT LAB ACTIVITIES, WHICH REQUIRED EACH MEMBER TO PARTICIPATE IN THE INVESTIGATIONS, PROJECTS, AND PRESENTATIONS. STUDENTS KEPT JOURNALS, RECORDED THEIR FINDINGS, AND WROTE RESPONSES ABOUT THEIR FINDINGS AND FEELINGS ON THE ACTIVITIES IN WHICH THEY WERE ENGAGED. STUDENTS\u27 ATTITUDES WERE AFFECTED POSITIVELY BY THE USE OF GUIDED INQUIRY IN LEARNING SCIENCE. STUDENTS\u27 PERFORMANCE FOR LAB ACTIVITIES WAS ALSO POSITIVE AND WAS SUPPORTED BY STUDENTS\u27 RESPONSES IN JOURNALS, TEACHER OBSERVATIONS, AND PERFORMANCE TASKS. THIS STUDY SUPPORTS GUIDED INQUIRY IN THE SCIENCE CLASSROOM FOR IMPROVING STUDENTS\u27 ATTIDUES AND STUDENTS\u27 PERFORMANCE DURING CLASSROOM ACTIVITES