The gradual release of responsibility: A case study of teaching science inquiry skills

Whittaker, Julia Ann (2016) The gradual release of responsibility: A case study of teaching science inquiry skills. Masters by Research thesis, Queensland University of Technology.

Abstract

This thesis investigated how a year-4 teacher used a pedagogical approach referred to as the Gradual Release of Responsibility (GRR) model of instruction for teaching Science Inquiry Skills in a primary classroom. Through scaffolding her students' learning using the GRR, the teacher guided her students towards developing an understanding about Scientific Inquiry leading to the foundations of scientific literacy. A learning environment was established in which students engaged in rich conversations, designed and conducted experiments using fair testing procedures, analysed and offered justifications for results, and negotiated knowledge claims in ways similar to some of those in the scientific community.

Impact and interest:

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157 since deposited on 20 Apr 2016
157 in the past twelve months

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ID Code: 93362
Item Type: QUT Thesis (Masters by Research)
Supervisor: King, Donna & Watters, Jim
Keywords: Primary science education, Gradual release of responsibility model, Scientific inquiry skills, Science inquiry, Scientific literacy, SOLO-taxonomy, Teacher professional development, Primary science pedagogy, Scaffolded learning, Modelling and think-aloud
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Institution: Queensland University of Technology
Deposited On: 20 Apr 2016 05:32
Last Modified: 20 Apr 2016 05:32

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