The Role of Student Agency and Sustained Inquiry on Collaboration and Learning of Science Practices

Abstract

We redesigned a traditional inquiry-based science unit, creating a unit that incorporates student agency and sustained inquiry during science inquiry experiences. Using a quasi-experimental design, the two units were compared. Fourteen teachers in 5th grade classrooms in one school district in the Pacific Northwest participated. Data collected include an embedded inquiry assessment and video-recordings of student discourse. Preliminary findings show that students in the redesigned unit saw gains in both collaboration skills and scientific practices.