Inquiry-Based Science Teaching in Primary School

Year 2025, Volume: 1 Issue: 1, 55 - 66, 27.01.2025

Sena Ölçer

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

References

• Abell, S. K., & Volkmann, M. J. (2006). Seamless assessment in science. Heinemann.
• Abraham, M. R. (1997). The learning cycle approach to science instruction (Research matters - To the science teacher, No. 9701). The National Association for Research in Science Teaching.
• Akaygün, S., & Adadan, E. (2021). Fostering senior primary school students’ understanding of climate change in an inquiry-based learning environment. Education 3-13, 49 (3), 330-343. https://doi.org/10.1080/03004279.2020.1854961
• Akben, N., & Köseoğlu, F. (2015). Inquiry-based learning and 5E model in laboratory practices: A professional development program for prospective classroom teachers. Ankara University Journal of Faculty of Educational Sciences (JFES), 48 (1), 161-198. https://doi.org/10.1501/Egifak_0000001357
• Anderson, R. D. (2007). Inquiry as an organizing theme for science curricula. S. K., Abell ve N. G., Lederman (Ed.) Handbook of research on science education (pp. 807-830). Lawrence Erlbaum Associates.
• Arklan, Ü & Taşdemir, E. (2008). Bilgi toplumu ve iletişim: Bilginin yayılması sürecinde kitle iletişim araçlari ve internet. Selçuk Üniversitesi İletişim Fakültesi Akademik Dergisi, 5 (3), 67-80.
• Artigue, M., & Blomhoej, M. (2013). Conceptualising inquiry based education in mathematics. ZDM—The International Journal on Mathematics Education, 45 (6), 797-810. https://doi.org/10.1007/s11858-013-0506-6
• Aydoğdu, B. (2014). Bilimsel Süreç Becerileri. Fen bilimleri öğretimi (s. 87-113) içinde. Anı Yayıncılık.
• Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, 46 (2), 26–29.
• Baz, F. Ç. (2019). STEM eğitim döngüsüne Bloom taksonomisi çerçevesinde bakış. Academia Eğitim Araştırmaları Dergisi, 4 (2), 142-150.
• Bedir, T., & Duman, B. (2017). Öğretmen adaylarının sorgulama becerilerinin incelenmesi. Turkish Studies, 12 (18). 105-120.
• Bell, R. L., Smetana, L., & Binns, I. (2005). Simplifying inquiry instruction: Assessing the inquiry level of classroom activities. The Science Teacher, 72 (7), 30–33.
• Çağıltay, K., & Göktaş, Y. (Eds.). (2013). Foundations of instructional technologies: Theories, research, trends (1st ed.). Pegem Akademi.
• Contant, T. L., Tweed, A. L., Bass, J. E. & Carin, A. A. (2018). Teaching science through inquiry-based instruction (13th ed.). Pearson.
• Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (pp. 515–541). Routledge.
• Duran, L. B., & Duran, E. (2004). The 5E instructional model: A learning cycle approach for inquiry-based science teaching. Science Education Review, 3 (2), 49-58.
• Günel M., Kabataş-Memiş E. & Büyükkasap, E. (2010). Effects of the science writing heuristic approach on primary school students’ science achievement and attitude toward science course. Education and Science, 35 (155), 49-62
• Kariper, İ. A., Akarsu, B., Slisko, J., Corona, A., & Radovanovic, J. (2014 Fen ve teknoloji öğretmenlerinin argümantasyon tabanlı bilim öğrenme becerileri. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi, 30 (3), 174-179.
• Karplus, R., & Thier, H. D. (1967). A new look at elementary school scien Rand McNally.
• Kaya, O. N. & Kılıç, Z. (2008 Etkin bir fen öğretimi için tartişmaci söylev. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 9 (3), 89-100.
• Kelley, T.R. & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3 (11), 1-11. https://doi.org/10.1186/s40594-016-0046-z
• Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of research in science teaching, 51(1), 65-83. https://doi.org/10.1002/tea.21125
• Letina, A. (2019). Factors influencing the frequency of use of inquiry-based approach to teaching primary science. Croatian Journal od Education, 20, 153-166. https://doi.org/10.15516/cje.v21i0.3447
• Letina, A. (2020). Development of students’ learning to learn competence in primary science. Education Sciences, 10 (11), 325. https://doi.org/10.3390/educsci10110325
• Lim, B. R. (2001). Guidelines for designing inquiry-based learning on the web: Online professional development of educators (Unpublished doctoral dissertation). Indiana University.
• Love, B., Hodge, A., Corritore, C., & Ernst, D. C. (2015). Inquiry-based learning and the flipped classroom model. Primus, 25 (8), 745-762. https://doi.org/10.1080/10511970.2015.1046005
• Maaß, K., & Doorman, M. (2013). A model for a widespread implementation of inquiry-based learning. ZDM, 45 (6), 887-899. https://doi.org/10.1007/s11858-013-0505-7
• Mamombe, C., Mathabathe, K. C., & Gaigher, E. (2019). The influence of an inquiry-based approach on grade four learners' understanding of the particulate nature of matter in the gaseous phase: a case study. EURASIA Journal of Mathematics, Science and Technology Education, 16 (1), 1-11. https://doi.org/10.29333/ejmste/110391
• Martin, A., Sexton, C. & Franklin, T. (2009) Teaching science for all children an inquiry approach. (5. Baskı). Pearson.
• Martin, D. J. (2009). Elementary science methods: A constructivist approach. Delmar Publisher.
• Martin-Hansen, L. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom. Science Teacher, 69 (2), 34-37.
• Maxwell, D. O., Lambeth, D. T., & Cox, J. T. (2015, June). Effects of using inquiry-based learning on science achievement for fifth-grade students. In Asia-Pacific Forum on Science Learning and Teaching, 16 (1), 1-31.
• Minstrell, J. (2000). Implications for teaching and learning inquiry: A summary. Inquiring into Inquiry Learning and Teaching in science (s. 471–496) içinde. American Association for the Advancement of Science.
• National Research Council [NRC]. (2000). Inquiry and the national science education standards. National Academy Press.
• National Research Council. (2012). A framework for K─12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press.
• NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. The National Academies Press.
• Organisation for Economic Co-operation and Development [OECD]. (2015). PISA 2015: Draft science framework. https://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20S cience%20Framework%20.pdf
• Özden, Y. (2020). New values in education (13th ed.). Pegem Akademi Publishing.
• Sadler, T. D., & Zeidler, D. L. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. Science Education, 88 (1), 4-27. https://doi.org/10.1002/sce.10101
• Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68 (4), 20-26.
• Saygılı, S. (2013). Sanayi toplumundan bilgi toplumuna geçiş sürecinde eğitimde dönüştürücü bir entelektüel olarak öğretmenler. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6, 270-281.
• Şimşek, P., & Kabapınar, F. (2010). The effects of inquiry-based learning on elementary students' conceptual understanding of matter, scientific process skills and science attitudes. Procedia Social and Behavioral Science, 2, 1190-1194. https://doi.org/10.1016/j.sbspro.2010.03.170
• T.C. Milli Eğitim Bakanlığı [MEB]. (2019). PISA 2018 Türkiye Ön Raporu.
• Temizyürek, K. (2003). Science teaching and practices (1st ed.). Nobel Publishing.
• Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.
• Vasquez, J. A. (2008). Tools and traits for highly effective science teaching, K–8. Portsmouth, NH: Heinemann.
• Wheeler, G. F. (2000). The three faces of inquiry. In J. Minstrell & E. H. van Zee (Eds.), Inquiry into inquiry learning and teaching in science (pp. 14–19). American Association for the Advancement of Science.
• Yager, R. E. (1996). History of science/technology/society as reform in the United States. In R. E. Yager (Ed.), Science/technology/society as reform in science education (pp. 3–15). SUNY Press..
• Yalaki, Y. (2019) Bilimin doğası ve sosyobilimsel konular. Fen öğretimi (s. 27-51) içinde. Nobel.
• Yılmaz, E., & Öztürk, E. (2021). Bilimsel Sorgulamaya Dayalı Öğretim Uygulamalarının İlkokul Dördüncü Sınıf Öğrencilerinin Fen Bilimleri Dersindeki Akademik Başarıları Üzerindeki Etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 22 (2), 1127-1163.