Date of Award
8-2024
Degree Name
Master of Arts
Department
Teaching, Learning and Educational Studies
First Advisor
Dr. Paul Farber, Ph.D.
Second Advisor
Dr. Yan Lu, Ph,D.
Third Advisor
Dr. Dini Metro-Roland, Ph.D.
Keywords
City education, inquiry-based learning, inquiry-based teaching, K-12 education, science
Access Setting
Masters Thesis-Open Access
Abstract
Over the past few decades, many city schools have seen a decline in graduation rates, attendance, rates, and standardized test scores. Once high achieving schools, are now struggling to get students to attend school let alone graduate. One specific area that has experienced this decline is K-12 science education. As a secondary science educator working within a city district, I have witnessed firsthand the substantial gaps in knowledge that many students exhibit even as they transition into high school. These gaps are often profound and can be traced back to the early stages of their education, where foundational scientific concepts were not adequately grasped. While researching promising practices and teaching methodologies, I have repeatedly come across inquiry-based science. Throughout this literature review I aim to assess the efficacy of inquiry-based learning in city schools based on both personal experience as well as the related literature. This is accomplished through analysis of the current gaps in city science education, the common facets of defining inquiry-based learning, identification of the facets that may directly target city students, assessment of promising practices and approaches, and the perceived barriers to inquiry-based learning.
Recommended Citation
Baxendale,, Lexus K., "Assessment of Inquiry-Based Learning Practice in Response to the Science Achievement Gap of City Schools" (2024). Masters Theses. 5433.
https://scholarworks.wmich.edu/masters_theses/5433