Chairperson, Graduate Committee: Greg FrancisMindelzun, Ariana Rachael2021-11-162021-11-162020https://scholarworks.montana.edu/handle/1/16328The purpose of this Capstone Project was to understand how phenomenon-based inquiry affects teachers' practices. The study investigated if the use of phenomenon-based inquiry positively or negatively affected teachers' practices. It also asked how teachers feel about using phenomenon-based inquiry. The research followed three groups of online courses that consisted of educators learning more about the phenomenon-driven inquiry approach. The first study group consisted of students in a voluntary outreach course with Montana State University. The second and third study groups included graduate-level students in the MSSE course 501. The research compared the teachers' perceptions and experiences with phenomenon-driven inquiry and examined the effects this educational model had on their teaching and their students. The results indicated that teachers found the phenomenon-driven inquiry model helpful and effective in increasing student engagement.enInquiry-based learningProblem solvingEngagement (Philosophy)Teachers--AttitudesCareer developmentInternet in educationProfessional PaperCopyright 2020 by Ariana Rachael Mindelzun