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Enquiry-based science in the infant classroom: ‘letting go’

Enquiry-based science in the infant classroom: ‘letting go’
Enquiry-based science in the infant classroom: ‘letting go’
Enquiry-based science in primary classrooms is key to encouraging children's interest and curiosity about the world around them and as a result helps to stimulate their understanding and enjoyment of science. Yet many primary teachers lack the confidence to implement enquiry-based approaches effectively. The reasons are myriad and often result in the teacher controlling and orchestrating the lesson leaving little room for children's exploration and autonomy. This paper explores how one infant school teacher was willing to relinquish control and ‘let go’ and expand her pedagogical repertoire to manage the many obstacles to including enquiry-based science in her classroom. The autonomy the children were given resulted in genuine enquiry-based science with the consequential benefit to their learning. Furthermore the teacher's confidence and self-efficacy seem to have been raised ensuring that that she would continue to include enquiry-based science as part of her practice in the future. As a model for other primary teachers this approach could help them overcome their reticence to engage with enquiry-based science.
0966-9760
1-18
Byrne, J.
135bc0f8-7c8a-42d9-bdae-5934b832c4bf
Rietdijk, W.
0edd8cf8-a325-43d0-9b08-2268c9e7b7f4
Cheek, S.
95c78abe-8e7b-442c-9df7-c43c0e24c72f
Byrne, J.
135bc0f8-7c8a-42d9-bdae-5934b832c4bf
Rietdijk, W.
0edd8cf8-a325-43d0-9b08-2268c9e7b7f4
Cheek, S.
95c78abe-8e7b-442c-9df7-c43c0e24c72f

Byrne, J., Rietdijk, W. and Cheek, S. (2016) Enquiry-based science in the infant classroom: ‘letting go’. International Journal of Early Years Education, 1-18. (doi:10.1080/09669760.2015.1135105).

Record type: Article

Abstract

Enquiry-based science in primary classrooms is key to encouraging children's interest and curiosity about the world around them and as a result helps to stimulate their understanding and enjoyment of science. Yet many primary teachers lack the confidence to implement enquiry-based approaches effectively. The reasons are myriad and often result in the teacher controlling and orchestrating the lesson leaving little room for children's exploration and autonomy. This paper explores how one infant school teacher was willing to relinquish control and ‘let go’ and expand her pedagogical repertoire to manage the many obstacles to including enquiry-based science in her classroom. The autonomy the children were given resulted in genuine enquiry-based science with the consequential benefit to their learning. Furthermore the teacher's confidence and self-efficacy seem to have been raised ensuring that that she would continue to include enquiry-based science as part of her practice in the future. As a model for other primary teachers this approach could help them overcome their reticence to engage with enquiry-based science.

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Submitted date: 1 July 2015
Accepted/In Press date: 14 December 2015
e-pub ahead of print date: 21 March 2016
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 390546
URI: https://eprints.soton.ac.uk/id/eprint/390546
ISSN: 0966-9760
PURE UUID: 0ebb4c90-06ec-4fa1-8157-75db69bcd691
ORCID for J. Byrne: ORCID iD orcid.org/0000-0002-6969-5539

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Date deposited: 04 Apr 2016 11:33
Last modified: 15 Aug 2019 05:33

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Contributors

Author: J. Byrne ORCID iD
Author: W. Rietdijk
Author: S. Cheek

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