Inquiry based primary science: lessons from experiences in English classrooms. A contribution from Pri-Sci-Net: Networking Primary Science Educators as a means to provide training and professional development in inquiry based teaching

Abstract

There is a worldwide call to increase the number of young people pursuing science later in their schooling and at University. However, the way in which (primary) science is taught leaves little room for inquiry based learning and the development of scientific literacy. This situation may have dulled students’ appetite for continuing with science and may be responsible for the decline in numbers of students following a science or technology career. This research investigated factors that may inhibit or facilitate implementing inquiry based learning in primary classrooms, focusing on issues of progression to children between 3-8 years old. Quantitative and qualitative data were collected in primary classrooms of 3-8 year olds via classroom observations, teacher questionnaires and pupil focus groups. Results showed that teachers and pupils value inquiry based science learning highly, but despite this, teachers of early primary children (ages 5-7) especially were hesitant to give children opportunities for independent inquiry and collaborative work, considering them too young. Children found aspects of collaborative work and science communication challenging.
The restrictions of targets and national assessment regimes seem to impede especially early primary inquiry based science learning. More detailed understanding of IBSE definitions, related with skills progression will be very important in supporting teachers in their understanding and delivery of IBSE

More information

Identifiers

ORCID for Jenny Byrne: orcid.org/0000-0002-6969-5539

Catalogue record

Export record