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Inquiry-based science education : towards a pedagogical framework for primary school teachers

By Martina S J van Uum, Roald P. Verhoeff and Marieke Peeters

Abstract

Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry

Topics: domains of scientific knowledge, inquiry-based science education, open inquiry, pedagogical framework, phases of inquiry, Primary education, primary school teachers, Education, SCI and SSCI Journals
Year: 2016
OAI identifier: oai:dspace.library.uu.nl:1874/335222
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