Knowledge in Inquiry Learning

ResearchSpace/Manakin Repository

Show simple item record

dc.contributor.advisor Rata, E en Zame, Louise en 2019-12-01T20:59:20Z en 2019 en
dc.identifier.uri en
dc.description Full Text is available to authenticated members of The University of Auckland only. en
dc.description.abstract This thesis is an account of knowledge in Inquiry Learning pedagogy. A study was conducted of two New Zealand primary school teachers and eight children between the ages of five and six as they undertook learning using an Inquiry Learning approach. Overall, the study found that the children did not gain adequate content knowledge during Inquiry Learning. Three findings are identified. The first is a 'disconnect' between the teachers' instruction and the free inquiry activities the children engaged in. This led to the children being unable to put what they were taught into practice. This disconnect resulted in the children showing a lack of motivation and interest when performing the inquiry activities, this is the second finding. Underpinning both these findings was the teacher's beliefs and absence of course design and planning, this was finding three. The findings are identified and explained using realist theories of knowledge including Winch's theory of knowledge forms and Bernstein's pedagogical theory. Cognitive learning theories, including cognitive architecture, cognitive load theory, and primary and secondary knowledge were also used as explanatory tools in theorising the findings. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265190214002091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Full Text is available to authenticated members of The University of Auckland only. en
dc.rights.uri en
dc.rights.uri en
dc.title Knowledge in Inquiry Learning en
dc.type Thesis en Education en The University of Auckland en Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 788141 en
pubs.record-created-at-source-date 2019-12-02 en

Full text options

This item appears in the following Collection(s)

Show simple item record Except where otherwise noted, this item's license is described as


Search ResearchSpace

Advanced Search