Inquiry-Based Science Teaching in Primary School

Abstract

This study aims to explore the role of inquiry-based science education in fostering scientific skills among primary school students. With a foundation in both national and international literature, the study first examines the definition and scope of inquiry-based teaching, and then focuses on its relevance within science education, including key factors that influence its effectiveness. Designed as a comprehensive literature review, this study draws on research from a wide range of national and international sources to present the current state of inquiry-based science education in primary schools. Findings indicate that inquiry-based science teaching enhances students' engagement, interest, and academic performance in science subjects. Findings also emphasize that this method also helps to correct common conceptual misunderstandings, making it an effective approach for deepening students' understanding of scientific concepts. Additionally, the study underscores the importance of teacher competencies for the successful implementation of inquiry-based methods, highlighting that teachers must be well-equipped to guide students through inquiry processes effectively. The study suggests that, in the long term, inquiry-based science education has the potential to cultivate critical thinking and scientific inquiry skills that extend beyond primary education. Further research is recommended to examine the long-term impacts of inquiry-based science teaching on students' scientific literacy, curiosity, and problem-solving abilities.

Keywords

• Inquary-based learning
• Primary school Science
• Science

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