Combining Inquiry-Based Activities with Virtual Simulations in Fifth Grade Science: An Action Research Study

This action research study aimed to find ways to adjust my practice by incorporating inquiry-based, science activities and virtual simulations to improve student conceptual understanding of physical and chemical changes. A multi-lesson, curricular intervention combining inquiry-based activities and virtual simulations was developed using research-based best practices and implemented in three 5th-grade classrooms. A self-reflective journal, the Science Teacher Inquiry Rubric (STIR), and student interviews were used to study my teaching practice. Exit tickets, student interviews and surveys, and classroom artifacts were used to study changes in students' conceptual understanding of the content. Data were collected from a purposeful sample of twelve fifth-grade students and analyzed using Process, In Vivo Coding, and Pattern Coding. Integrating virtual simulations and inquiry-based learning led to a more student-driven experience. During the study, students provided feedback through exit tickets and shared that inquiry-based activities and virtual simulations positively impacted their understanding of physical and chemical changes. Students demonstrated new learning of physical and chemical changes using inquiry-based activities and virtual simulations in small groups and during individual assessments. Yet, only a small number of students reported feeling confident in explaining the scientific models they developed to others. While the results were primarily positive, there are adjustments I need to make to this curriculum. For example, I need to reconsider the timing of the virtual simulations within the instruction. I also need to consider issues related to the limited time students must use the free versions of virtual simulations since paying for full access is not an option for me. This study offers ideas for integrating inquiry-based learning and virtual simulations in an elementary science classroom and provides specific details regarding the impact these methods have on teaching and student conceptual understanding. Given that most work in this area occurs in high school or post-secondary science classrooms, this study contributes important insights and suggests that elementary science classrooms can successfully combine inquiry-based science activities and virtual simulations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]