Implementing and assessing learning outcomes in year 6 primary science

Abstract

Teaching science through inquiry-based learning (IBL) is advocated as the main pedagogical approach in primary schools. This thesis investigates the teaching of science in primary classrooms, with a focus on enhancing inquiry-based learning practices. It examines the experiences and challenges faced by primary school teachers in Malta. The research employs a case study as a qualitative approach to gain insight on three primary year 6 teachers in a Maltese church school, their views on teaching science through inquiry and the enactment of a number of science lessons designed specifically to promote inquiry. A resource pack, including lesson plans, worksheets and resources was created in accordance with the learning outcomes for Year 6 and based on the inquiry-based approach. Lesson observations analyse the effective practices and areas for improvement. Insights were further enriched through focus groups with teachers and an interview with a teacher leader within the Secretariat for Catholic Education. Findings reveal both the potential of IBL to foster student engagement and critical thinking and the barriers to its implementation, such as time constraints, teachers’ confidence in teaching science and the availability of resources. This study provides practical recommendations for educators and policymakers to support inquiry-based strategies in primary science education. It also highlights the importance of professional development in overcoming these challenges. The thesis concludes by reflecting on the limitations of the research and outlining opportunities for future exploration.