How the implementation of an inquiry-based learning unit about the systems of the human body in the current science program can increase the level of autonomy awareness in a group of fourth-grade students.
Taking into account that over the last two decades, the concept of learner autonomy has gained momentum, becoming a 'buzz-word' within the context of learning and guiding the curriculum towards a more learner-centered kind of learning (Little, 1991), and that learner autonomy can be increased through self-selected inquiries, self-directed learning activities, and curricular negotiation (Luke, 2006), I decided to look for a solution to the problem stated above by carrying out an action research study to explore how the implementation of an inquiry-based learning unit about the systems of the human body in the current science program in fourth grade, can increase students’ autonomy awareness, a stage of learner autonomy in which, according to Nunan (1997), learners are made aware of the pedagogical goals and content of the materials they are using, and they are able to identify their own preferred learning styles within a student-centered learning environment.
Consequently, the research question of this action research study is: How the implementation of an inquiry-based learning unit about the systems of the human body in the current science program can increase the level of autonomy awareness in a group of fourth-grade students.
This research question seeks to analyze to what extent students start becoming more autonomous once the inquiry-based learning unit is applied. The pedagogical intervention to give an answer to the question was applied for three weeks to a group of twenty-two fourth grade students during the science classes at Gimnasio de Los Cerros school in Bogotá, Colombia.
Taking into account that over the last two decades, the concept of learner autonomy has gained momentum, becoming a 'buzz-word' within the context of learning and guiding the curriculum towards a more learner-centered kind of learning (Little, 1991), and that learner autonomy can be increased through self-selected inquiries, self-directed learning activities, and curricular negotiation (Luke, 2006), I decided to look for a solution to the problem stated above by carrying out an action research study to explore how the implementation of an inquiry-based learning unit about the systems of the human body in the current science program in fourth grade, can increase students’ autonomy awareness, a stage of learner autonomy in which, according to Nunan (1997), learners are made aware of the pedagogical goals and content of the materials they are using, and they are able to identify their own preferred learning styles within a student-centered learning environment.
Consequently, the research question of this action research study is: How the implementation of an inquiry-based learning unit about the systems of the human body in the current science program can increase the level of autonomy awareness in a group of fourth-grade students.
This research question seeks to analyze to what extent students start becoming more autonomous once the inquiry-based learning unit is applied. The pedagogical intervention to give an answer to the question was applied for three weeks to a group of twenty-two fourth grade students during the science classes at Gimnasio de Los Cerros school in Bogotá, Colombia.
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