Dissertation/Thesis Abstract

Analyzing students' attitudes towards science during inquiry-based lessons
by Kostenbader, Tracy C., M.S., California State University, Long Beach, 2015, 136; 1599183
Abstract (Summary)

Due to the logistics of guided-inquiry lesson, students learn to problem solve and develop critical thinking skills. This mixed-methods study analyzed the students’ attitudes towards science during inquiry lessons. My quantitative results from a repeated measures survey showed no significant difference between student attitudes when taught with either structured-inquiry or guided-inquiry lessons. The qualitative results analyzed through a constant-comparative method did show that students generate positive interest, critical thinking and low level stress during guided-inquiry lessons. The qualitative research also gave insight into a teacher’s transition to guided-inquiry. This study showed that with my students, their attitudes did not change during this transition according to the qualitative data however, the qualitative data did how high levels of excitement. The results imply that students like guided-inquiry laboratories, even though they require more work, just as much as they like traditional laboratories with less work and less opportunity for creativity.

Indexing (document details)
Advisor: Colburn, Alan
Commitee: Henriques, Laura, Martin-Hansen, Lisa
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 55/01M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Secondary education, Science education
Keywords: Attitudes, Inquiry, Laboratories, Lessons, Science, Student
Publication Number: 1599183
ISBN: 9781339054292
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