{"id":{"repo_id":"ucf","oai_identifier":"oai:stars.library.ucf.edu:etd-1797"},"canonical_url":"https://search.dev.ndltd.org/etd/ucf/oai:stars.library.ucf.edu:etd-1797","repository":{"repo_id":"ucf","name":"Central Florida","base_url":"https://stars.library.ucf.edu/do/oai/"},"display":{"title":"The Effects Of Science Inquiry In A Fourth Grade Classroom","abstract":"The purpose of this study was to determine the effects that science inquiry would have on fourth grade students' ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were used, along with observations, field notes, videotaped lessons, and reflections. The data revealed that students' ability to communicate about science concepts improved during the study. Their perceptions of science and scientists became more realistic. My role as a director of knowledge transitioned into a facilitator.","abstract_html":"The purpose of this study was to determine the effects that science inquiry would have on fourth grade students&#x27; ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were used, along with observations, field notes, videotaped lessons, and reflections. The data revealed that students&#x27; ability to communicate about science concepts improved during the study. Their perceptions of science and scientists became more realistic. My role as a director of knowledge transitioned into a facilitator.","abstract_has_math":false,"creators":["Luke, Stephanie"],"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":2006,"date_issued":"2006-01-01T08:00:00Z","date_published":"2006-01-01T08:00:00Z","updated_at":"2026-07-24T05:09:25Z","subjects":["inquiry","constructivism","science","Education","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["CFE0001033"],"render_values":[{"text":"CFE0001033","href":null,"code":true}]}]},"links":{"outbound_url":"https://stars.library.ucf.edu/etd/798","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":["Luke, Stephanie"]}]},{"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","constructivism","science","Education","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":["CFE0001033"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://stars.library.ucf.edu/etd/798"]}]},{"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","K-8 Mathematics and Science Education"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the effects that science inquiry would have on fourth grade students' ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were used, along with observations, field notes, videotaped lessons, and reflections. The data revealed that students' ability to communicate about science concepts improved during the study. Their perceptions of science and scientists became more realistic. My role as a director of knowledge transitioned into a facilitator."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The Effects Of Science Inquiry In A Fourth Grade Classroom"]}]}],"canonical_facts":{"dc:contributor":["Jeanpierre, Bobby"],"dc:creator":["Luke, Stephanie"],"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","K-8 Mathematics and Science Education"],"dc:description.abstract":["The purpose of this study was to determine the effects that science inquiry would have on fourth grade students' ability to communicate about scientific concepts learned, their perceptions about science and scientists, and my role as a teacher. The study took place in an elementary school setting for twenty weeks. Fourteen fourth grade students participated. Qualitative and quantitative methods were used to gather data for the study. Pre and post questionnaires and Draw a Scientist Tests were used, along with observations, field notes, videotaped lessons, and reflections. The data revealed that students' ability to communicate about science concepts improved during the study. Their perceptions of science and scientists became more realistic. My role as a director of knowledge transitioned into a facilitator."],"dc:format":["application/pdf"],"dc:identifier":["CFE0001033"],"dc:identifier.uri":["https://stars.library.ucf.edu/etd/798"],"dc:language":["English"],"dc:subject":["inquiry","constructivism","science","Education","Science and Mathematics Education"],"dc:title":["The Effects Of Science Inquiry In A Fourth Grade Classroom"],"dc:type":["Masters Thesis (Open Access)"]},"updated_at":"2026-07-24T05:09:25Z"}