Achieving a coherent curriculum in second grade: science as the organizer

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Achieving a coherent curriculum in second grade: science as the organizer

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/4449

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Title: Achieving a coherent curriculum in second grade: science as the organizer
Author: Rogers, Meredith A. Park
Date: 2006
Publisher: University of Missouri--Columbia
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: http://hdl.handle.net/10355/4449
Other Identifiers: RogersM-051606-D4144

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