{"id":{"repo_id":"ucf","oai_identifier":"oai:stars.library.ucf.edu:etd-1275"},"canonical_url":"https://search.dev.ndltd.org/etd/ucf/oai:stars.library.ucf.edu:etd-1275","repository":{"repo_id":"ucf","name":"Central Florida","base_url":"https://stars.library.ucf.edu/do/oai/"},"display":{"title":"Coherence Properties Of Optical Near-fields","abstract":"The National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were encouraged to ask and answer their own questions. In this study, analysis of data gathered form: pre and post survey, student journals, teacher field notes, and student interviews were triangulated to provide the support for findings reported in this study. Findins showed that inquiry-based science experiences positively affected students' attitudes in science and their participation. In addition, student worked collaboratively, made connections to other experiences, and demonstrated confidence in their ability to ask and answer their own questions through inquiry-based experiences.","abstract_html":"The National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students&#x27; attitudes and participation in an elementary science classroom. Students were encouraged to ask and answer their own questions. In this study, analysis of data gathered form: pre and post survey, student journals, teacher field notes, and student interviews were triangulated to provide the support for findings reported in this study. Findins showed that inquiry-based science experiences positively affected students&#x27; attitudes in science and their participation. In addition, student worked collaboratively, made connections to other experiences, and demonstrated confidence in their ability to ask and answer their own questions through inquiry-based experiences.","abstract_has_math":false,"creators":["Arthur, Debbie"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Jeanpierre, Bobby"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-01-01T08:00:00Z","date_published":"2005-01-01T08:00:00Z","updated_at":"2026-07-24T05:08:23Z","subjects":["Inquiry","science","education","action research","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0000530"],"render_values":[{"text":"CFE0000530","href":null,"code":true}]}]},"links":{"outbound_url":"https://stars.library.ucf.edu/etd/276","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jeanpierre, Bobby"]},{"key":"dc:creator","label":"Author","values":["Arthur, Debbie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:type","label":"Dc Type","values":["Masters Thesis (Open Access)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inquiry","science","education","action research","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0000530"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stars.library.ucf.edu/etd/276"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["<p>If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at <a href=\"mailto:STARS@ucf.edu\">STARS@ucf.edu</a></p>","Master of Education (M.Ed.)","College of Education","Educational Studies","K-8 Mathematics and Science Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["The National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were encouraged to ask and answer their own questions. In this study, analysis of data gathered form: pre and post survey, student journals, teacher field notes, and student interviews were triangulated to provide the support for findings reported in this study. Findins showed that inquiry-based science experiences positively affected students' attitudes in science and their participation. In addition, student worked collaboratively, made connections to other experiences, and demonstrated confidence in their ability to ask and answer their own questions through inquiry-based experiences."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Coherence Properties Of Optical Near-fields"]}]}],"canonical_facts":{"dc:contributor":["Jeanpierre, Bobby"],"dc:creator":["Arthur, Debbie"],"dc:description":["<p>If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at <a href=\"mailto:STARS@ucf.edu\">STARS@ucf.edu</a></p>","Master of Education (M.Ed.)","College of Education","Educational Studies","K-8 Mathematics and Science Education"],"dc:description.abstract":["The National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were encouraged to ask and answer their own questions. In this study, analysis of data gathered form: pre and post survey, student journals, teacher field notes, and student interviews were triangulated to provide the support for findings reported in this study. Findins showed that inquiry-based science experiences positively affected students' attitudes in science and their participation. In addition, student worked collaboratively, made connections to other experiences, and demonstrated confidence in their ability to ask and answer their own questions through inquiry-based experiences."],"dc:format":["application/pdf"],"dc:identifier":["CFE0000530"],"dc:identifier.uri":["https://stars.library.ucf.edu/etd/276"],"dc:language":["English"],"dc:subject":["Inquiry","science","education","action research","Science and Mathematics Education"],"dc:title":["Coherence Properties Of Optical Near-fields"],"dc:type":["Masters Thesis (Open Access)"]},"updated_at":"2026-07-24T05:08:23Z"}