A Content Analysis of Inquiry in Elementary Students' English Language Arts Informational Units

• In Event: Poster Session 4: Reading and Reasoning Across Sources

Abstract

Inquiry-based learning in ELA engages students in complex conceptual understanding through observation, interesting, thought-provoking questions, and investigations of evidence for deeper understandings (Marschall & French, 2018). Despite the positive aspects of inquiry learning, studies found that teachers rarely implement inquiry (Kramer, Nessler, & Schlüter, 2015; Ozel & Luft, 2013). One reason might be that the literacy curricula doesn’t emphasize inquiry practices. Thus, this study used content analysis of inquiry practices in a commonly used ELA curriculum in the fourth grade in a Midwest state (Hoffman, Wilson, Martinez, & Sailors, 2011). Results revealed that some of the inquiry processes were evident through each lesson, but few lessons were designed to reflect the inquiry process.

Authors

• Tamara L. Jetton, Central Michigan University

• Meghan Block, Central Michigan University

• Xiaoping Li, Central Michigan University

• Elizabeth Ann VanDeusen, Central Michigan University

• Michelle Ewald, Central Michigan University

• Jennifer Majorama, Central Michigan University