The transformative potential of engaging in science inquiry-based challenges: the ATSE Wonder of Science Challenge

Abstract

In 2012, the Australian Academy of Technological Science and Engineering (ATSE) piloted the Wonder of Science Challenge with a view to enhance school students' interest in Science, Technology, Engineering and Mathematics (STEM). Students in 15 schools across northern Queensland were provided with an inquiry-based research problem and presented their findings at a regional competition. This paper explores the experiences of one primary teacher, Mr. Matthews, and his students. Evidence drawn from the analysis of interview and survey data suggests that the key features of the Challenge – namely, open inquiry, engagement with practicing scientists, and the student presentations – had transformative outcomes for both teacher and students