Using Inquiry Classroom Experiences to Correct Student Misconceptions in Elementary Science: An Action Research Study

<p>Misconceptions in elementary science education can significantly hinder students' ability to construct accurate and lasting conceptual understandings. Grounded in the constructivist learning theory, this quasi-experimental study investigates how inquiry-based instruction influences the identification and correction of third-grade students’ misconceptions in science, specifically in the domains of energy, force, and matter. Using a pre- and post-test design, along with data derived from daily teacher field notes, the research was conducted with a sample of fifteen third-grade students at a public elementary school in Mississippi. The results, discussed in the methods section, revealed a statistically significant improvement in students’ conceptual understanding following a five-day guided inquiry instructional unit, supporting the hypothesis that active, student-centered learning environments facilitate conceptual change. Qualitative observations highlighted increased engagement, critical thinking, and enthusiasm for science learning. This action research study underscores the importance of integrating inquiry-based methods in early science instruction to both surface and remediate misconceptions, and it offers practical implications for educators seeking to foster deeper, more accurate science understanding in young learners. The findings demonstrate that inquiry-based learning interventions are an effective pedagogical strategy not only for augmenting content knowledge but also for confronting and reshaping misconceptions in the realm of science. Furthermore, the study underscores the value of empowering students to assume an active role in their own learning through hands-on exploration and meaningful academic dialogue.</p>

Name thesis:degree_name

Master of Science (MS)

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2025

Author dc:creator

• Ellison, Hope A

Contributors dc:contributor

• Allison Downing
• Kendrick Buford
• Maria Wallace

• Misconceptions
• Inquiry learning
• Elementary science
• Education
• Educational Assessment, Evaluation, and Research
• Educational Methods
• Elementary Education
• Science and Mathematics Education

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/1130

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-2238