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dc.contributor.advisorAustin, Sandra
dc.contributor.authorNolan, Ailbhe
dc.date.accessioned2021-02-24T14:49:04Z
dc.date.available2021-02-24T14:49:04Z
dc.date.issued2020-06
dc.date.submitted2020-06-02
dc.identifier.citationAilbhe Nolan, 'Empowering Children Through Inquiry'en
dc.identifier.urihttp://hdl.handle.net/2262/95352
dc.description.abstractLearning through inquiry can make a valuable contribution to primary education. The primary aim of this study was to identify how learning through inquiry might empower children to take action on environmental issues. A qualitative approach, incorporating case study research, was adopted in a sample of 25 children in a mainstream primary school. The children visited research sites in the locality and identified marine pollution as an environmental issue of interest. An inquiry cycle was employed for planning and guiding engagements. Work samples, discussion transcripts, photographs and qualitative observations were analysed. Direct experience, cognitive and affective learning, participation, and active citizenship are central to inquiry-based learning. These features of inquiry played a role in empowering children to take meaningful action in this study. An understanding of the power of social action and the value of perseverance was developed. When children felt recognised and respected by others in society, when they felt seen and heard, they were empowered to take meaningful action.en
dc.language.isoenen
dc.titleEmpowering Children Through Inquiryen
dc.typeThesisen
dc.publisher.institutionMarino Institute of Educationen
dc.type.qualificationlevelMaster's Degreeen
dc.type.qualificationnameMaster in Education Studies (Inquiry Based Learning)en
dc.rights.ecaccessrightsopenAccess
dc.rights.EmbargoedAccess


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