ABSTRACT  
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.  


 
		Academic Exchange Quarterly Spring 2014: Volume 18, Issue 1  
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