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dc.contributor.authorKoopman, Rebecca
dc.date.accessioned2014-03-03T23:27:22Z
dc.date.available2014-03-03T23:27:22Z
dc.date.issued2005-12
dc.identifier.otherkoopman_rebecca_m_200512_ma
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/koopman_rebecca_m_200512_ma
dc.identifier.urihttp://hdl.handle.net/10724/22945
dc.description.abstractThis study investigated an inquiry approach to teaching and learning about biological themes and the nature of science in a 7th grade life science classroom, with supportive emergent technology. The purpose of the inquiry-based curriculum is to provide the framework for teachers to enable students’ conceptual knowledge of animal morphology, physiology, and behavior that served to construct understanding of fundamental themes, such as the relationship of structure to function, and natural selection, while integrating standards-based process skills. A mixed methodology approach was utilized to structure an appropriate research design based on constructivism. Extensive field notes provided direct support for developing authentic naturalistic inquiry, leading to specific descriptions of teacher scaffolding and modeling, students’ inquiry learning processes, and the role of technology in inquiry-based teaching and learning. Students’ learning patterns are further supported by analysis of assessment products. Key words: nature of science, inquiry-based teaching, biological themes
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectnature of science
dc.subjectinquiry-based
dc.subjectbiological themes
dc.titleThe virtual gorilla in a life science curriculum
dc.title.alternativescaffolding students' knowledge construction in the context of an inquiry-based investigation
dc.typeThesis
dc.description.degreeMA
dc.description.departmentScience Education
dc.description.majorEducation (Science Education)
dc.description.advisorDavid F. Jackson
dc.description.committeeDavid F. Jackson
dc.description.committeeNorman Thomson
dc.description.committeeLynn A. Bryan


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