Case Study Examining the Skills and Dispositions that are Developed in a Unit of Inquiry as Students and Teacher Adopt an Inquiry Stance to Learning in a Mainstream Primary School Classroom
Citation:Hannah Mc Kenna, 'Case Study Examining the Skills and Dispositions that are Developed in a Unit of Inquiry as Students and Teacher Adopt an Inquiry Stance to Learning in a Mainstream Primary School Classroom'
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Inquiry based learning as a teaching practice makes an important contribution to primary education in Ireland as the fundamentals of inquiry; questioning skills, problem solving, critical thinking, agency and collaboration are knitted within the Irish primary school curriculum. This case study is a small scale research project that identifies the skills and dispositions that are developed in the early stages of a unit of inquiry as students and teacher adopt an inquiry stance to learning in a mainstream primary school classroom. This case study was located in the qualitative paradigm. An EMIC insider approach was used where the researcher taught a unit of inquiry to her 18 third class pupils, giving opportunities for data collection that would not be possible from an unknown researcher to the children. The researcher employed a range of research instruments to support the findings; children’s work samples, photographs, researcher and observation notes to obtain the data. Findings portray that multiple skills and dispositions are developed in engaging with an inquiry. It was also shown that these skills and dispositions develop in unison and not in isolation. Adopting an inquiry stance did not come naturally to the children within the study and the data illustrated the importance of the role of the teacher in learning through inquiry.
Author: Mc Kenna, Hannah
Qualification name:Master in Education Studies (Inquiry Based Learning)
Type of material:Thesis
Availability:Full text available