This master thesis presents the results of the inquiry-based science education at a country school. It compares the current coverage teaching with inquiry-based teaching in theory and describes the process, levels, benefits and limitations of this pedagogical approach.

Little change has resulted from decades of attempts at reforming the teaching of mathematics (Davis et al., 1990). This study involved approximately 43 teachers who had completed an inquiry-based professional development program prior to being provided with a new mathematics curriculum designed to support inquiry-based teaching. It analyzed the relationships between their implementation of the inquiry-based teaching and their use of the curriculum materials. A series of bivariate correlations were run to investigate the relationships between the professional development and aspects related to the implementation of the new curriculum. The factors being so inter-related, it was hypothesized that relationships would exist between all of the factors, but only some of the expected relationships materialized. Like others before, this study supports the idea that merely providing professional development and new curriculum will not always result in a change in teaching. While the teachers in this study were not necessarily resistant to change, a lack of time to implement new teaching does seem to have affected the level of change in teaching. Future research is needed related to methods and timing related to the implementation of new teaching practices and curriculum and their relationship to teacher change.

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Inquiry-based teaching has started to find its way into Swedish classrooms and its quest for answers is believed to engage the students by activating them to discover new facts and discourses through the exploration of specific sources. It has foremost become a model to structure history and civics teaching, but international research shows that inquiry-based teaching, or FDU as it is called in Sweden, can also reinforce learning English as a foreign language, EFL. The purpose of my research is to investigate the possibility of implementing the FDU model as a teaching tool in a Swedish EFL classroom as well as student perception of the model. The research questions aim at investigating student perception of the model and whether there are any particular advantages and disadvantages with FDU. Through and action-based study, the FDU was implemented in an advanced EFL class consisting of 17 senior upper-secondary school students, and their perception was evaluated through a graded scale survey of 1-5, which also included three open-ended questions. Even though the survey revealed quite undistinguished results regarding the positive claims attached to FDU such as motivation, increase of attentiveness, alertness and learning reinforcement, most of the students found the model very helpful at providing them with a clear and comprehensible structure and description of the learning objectives. It was also a good opportunity to cooperate with peers in a varied manner. As an English teacher, I found the FDU very helpful for planning and constructing, as well as executing, my ideas. Even though some students reported disadvantages such as confusion due to the vast amount of information included in the FDU and the connection between the different parts of the final assignment, a clear majority said they would like to work with the model again. In conclusion, according to this study FDU shows potential as a structural and clarifying tool, both for the students as well as the teacher.

Thesis (Ed. D.)--University of Nevada, Reno, 2008. / "December 2008." Includes bibliographical references (leaves 146-157). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Research in the field of school curriculum and national organizations such as the National Council for the Social Studies and the National Council for Teachers of Mathematics support the use of inquiry-based curriculum in schools. However, due to the policy constraints of No Child Left Behind (NCLB), inquiry-based curriculum is not common in schools. Within these policy constraints, school principals often turn to reform models to increase student achievement on high-stakes assessments. One particular reform model, the International Baccalaureate Program (IB), requires an inquiry-based curriculum as well as teacher inquiry. Using qualitative inquiry and a normative framework based on Dewey’s theory of inquiry, this study reveals how students and teachers inquire in a high poverty, IB elementary school in Georgia. It also addresses the conditions that influence and hinder inquiry in the school.

Inquiry-based learning (IBL) has existed since the early 1500’s and research points to it being a successful pedagogy, so why do so few educators use it? One reason may be the confusion found in the literature encountered by educators. In light of this confusion, how teachers defined and implemented IBL in diverse, 21st Century classrooms was investigated. Looking at whether IBL was, or could be, an inclusive practice was also researched. Furthermore, the possibility that inquiry-based learning (IBL) encompassed differentiated instruction (DI) in its implementation and could therefore be used as a process to incorporate both was explored. To investigate these ideas, current literature was reviewed; including the works of John Dewey and Lev Vygotsky, and a qualitative research project was conducted using a phenomenological method. The research consisted of observations and interviews in the natural setting, of an inclusive elementary classroom.

Inquiry-based learning (IBL) has existed since the early 1500’s and research points to it being a successful pedagogy, so why do so few educators use it? One reason may be the confusion found in the literature encountered by educators. In light of this confusion, how teachers defined and implemented IBL in diverse, 21st Century classrooms was investigated. Looking at whether IBL was, or could be, an inclusive practice was also researched. Furthermore, the possibility that inquiry-based learning (IBL) encompassed differentiated instruction (DI) in its implementation and could therefore be used as a process to incorporate both was explored. To investigate these ideas, current literature was reviewed; including the works of John Dewey and Lev Vygotsky, and a qualitative research project was conducted using a phenomenological method. The research consisted of observations and interviews in the natural setting, of an inclusive elementary classroom.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 160-163).