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dc.contributor.advisorAbell, Sandra K.eng
dc.contributor.authorRogers, Meredith A. Parkeng
dc.date.issued2006eng
dc.date.submitted2006 Springeng
dc.descriptionThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.eng
dc.descriptionTitle from title screen of research.pdf file viewed on (March 1, 2007)eng
dc.descriptionVita.eng
dc.descriptionThesis (Ph.D.) University of Missouri-Columbia 2006.eng
dc.description.abstractThe 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.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.identifier.merlinb57906178eng
dc.identifier.oclc85480499eng
dc.identifier.urihttps://doi.org/10.32469/10355/4449eng
dc.identifier.urihttps://hdl.handle.net/10355/4449
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.subject.lcshInquiry-based learningeng
dc.subject.lcshEducation, Primary -- Curriculaeng
dc.titleAchieving a coherent curriculum in second grade : science as the organizereng
dc.typeThesiseng
thesis.degree.disciplineLearning, teaching and curriculum (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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