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Issues in Inquiry-Based Science Education Seen Through Dewey's Theory of Inquiry

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Title: Issues in Inquiry-Based Science Education Seen Through Dewey's Theory of Inquiry
Author(s): Won, Mihye
Director of Research: Bruce, Bertram C.
Doctoral Committee Chair(s): Bruce, Bertram C.
Doctoral Committee Member(s): Johnston-Parsons, Marilyn; Abd-El-Khalick, Fouad; Hug, Barbara
Department / Program: Curriculum and Instruction
Discipline: Secondary & Continuing Educ
Degree Granting Institution: University of Illinois at Urbana-Champaign
Degree: Ph.D.
Genre: Dissertation
Subject(s): Inquiry-based education John Dewey Theory of Inquiry Science education Community-based education Problematic situation learning goals
Abstract: To understand the issues of inquiry-based education, I adopted John Dewey’s theory of inquiry as the analytical framework to examine science learning activities, students’ interactions, and education standards. Educators have tried to engage students in meaningful learning, but the analysis revealed that the meaning of inquiry was diverse: interesting hands-on materials to teach scientific knowledge; collaborative group work for independence and democratic attitudes; and dynamic problem solving to change the community and the students’ identities. Efforts to connect students’ experiences with school learning aimed at different learning outcomes and consequently met with a different set of dilemmas in drawing students’ participation and supporting their learning. The interaction among the educational goals, the learning outcomes, and the difficulties shows that we need to evaluate carefully the meanings of inquiry-based education and its learning goals in order to find better ways to ensure students’ growth to its fullest.
Issue Date: 2010-01-06
URI: http://hdl.handle.net/2142/14574
Rights Information: Copyright 2009 Mihye Won
Date Available in IDEALS: 2010-01-06
Date Deposited: December 2
 

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