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    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2006 Dissertations (MU)
    • 2006 MU dissertations - Freely available online
    • View Item
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    Achieving a coherent curriculum in second grade : science as the organizer

    Rogers, Meredith A. Park
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    [PDF] public.pdf (40.37Kb)
    [PDF] short.pdf (40.66Kb)
    [PDF] research.pdf (562.5Kb)
    Date
    2006
    Format
    Thesis
    Metadata
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    Abstract
    The purpose of this study was to examine how a team of teachers used science as a means for designing and implementing a coherent curriculum.Using a phenomenological research framework and a case study method, I generated four assertions: 1) the teachers viewed science as a tool to motivate students and used an inquiry based approach to teach science; 2) they described inquiry as a process of thinking organized around questions, and shifted their instruction between guided and open inquiry approaches; 3) they taught all subjects using an inquiry-based approach, emphasized the process skills associated with doing scientific inquiry, and used the language of the process skills throughout their instruction; 4) the success of their collaboration relied on members' unique contributions and commitment to professional development. This study demonstrates how an inquiry-based science curriculum can provide educators with an effective model for designing and implementing a coherent curriculum.
    URI
    https://doi.org/10.32469/10355/4449
    https://hdl.handle.net/10355/4449
    Degree
    Ph. D.
    Thesis Department
    Learning, teaching and curriculum (MU)
    Rights
    OpenAccess.
    Collections
    • 2006 MU dissertations - Freely available online
    • Learning, Teaching and Curriculum electronic theses and dissertations (MU)

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