Program
Teaching M.A.
Number of Pages
63
Year Approved
2022
First Advisor
Bergeland, John
Second Reader
;
Abstract
Inquiry-based learning is growing in popularity with educators seeking student-centric teaching methods. As with any method of instruction, evaluating the efficacy of the practice is essential. Through an extensive literature review, the data contained herein support inquiry-based learning as an effective practice across the elementary, secondary, and post-secondary levels; its effectiveness extends across a variety of science disciplines. The data also supported the use of inquiry-based learning in a variety of applications beyond the classroom, including camps and virtual settings. In this review, quantitative and qualitative data showed increased student achievement and engagement through the intentional practice of critical thinking and questioning skills further supporting inquiry-based learning.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Rau, A. N. (2022). Effects of Inquiry-Based Learning on Science Students [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/885