Developing inquiry-skills in science : a case study from Year 5 to Form 1

Abstract

The consultation document ‘A Vision for Science education in Malta’ (2011), acknowledges the importance of inquiry based learning in all levels of education as well as its effect on the different transitions within the educational levels. This study analyses primary level students’ perceptions of IBL and probes whether the skills possessed by secondary students (Form 1) are built on skills developed during IBL activities done at primary level (Year 5 and Year 6). Data collected was qualitative and included: 15 lesson observations within Year 5, Year 6 and Form 1; two interviews with the Primary and Secondary Science teachers; and six student focus groups. This study demonstrated that IBL effects students’ perception of science in a positive manner. Additionally, IBL activities in the primary level paved the way for the students to climb up Bloom’s Taxonomy gradually, from Year 5 to Form 1 and reflected progression in inquiry skills. This study shows that inquiry skills need to be nurtured through a variety of activities from an early age in order for students to be able to engage at higher cognitive levels in later stages of their educational journey as life-long learners.