Date of Award

2003

Document Type

Dissertation

Department

Education

Abstract

This research was an exploratory study of elementary school science education as implemented by five exemplary teachers in grades one through five, situated in four school districts of a Rhode Island Local Systemic Change initiative. This study sought to characterize the presence of inquiry-based teaching consistent with the tenets of constructivism and scientific inquiry as expressed in the book Inquiry and the National Science Foundation Standards: A Guide for Teaching and Learning (National Research Council, 2000)

Language

English

Number of Pages

558

Embargo Period

6-7-2017

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Rights

The author owns the copyright to this work.