Inquiry Science: Examining Teachers’ Beliefs
           Donna L. Kowalczyk, University of Pittsburgh at Johnstown

The purpose of this study was to examine K-5 elementary teachers’ reported beliefs about 
the use, function, and importance of the Inquiry Method in the instruction of science in their 
classrooms.  Learning more about the science teaching and learning environment may help 
teachers, administrators, curriculum developers, and researchers gain greater insights about 
student learning, instructional effectiveness, and science curriculum development at the elementary level.  

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