Posing questions for inquiry science in the early years

Abstract

Inquiry-based learning in science arouses curiosity in children and focuses on asking questions which are closely connected to what the child already knows. Inquiry-based learning requires that children ask questions which can then be tested through hands-on investigations. Many times children, especially those in the Early Years, find asking productive questions difficult and so they need to learn how to ask properly structured questions which lead to a practical investigation. This dissertation aims to probe whether it is possible to help young children learn the ability of asking questions in inquiry-based science education. The methodology framework developed was based on first helping children practise raising their own questions about objects presented and then moving on to answering questions set within the context of the five (5) pri-sci-net inquiry activities. Results show that when the problem becomes the child’s own, they could connect with it and therefore tend to ask more questions which can be tested out, hence taking ownership of the process. With practice the children demonstrated a greater ability to ask productive questions by adopting strategies to test the quality of their question. This study shows the great potential that lies with doing science with young children as they can build on their already existing natural curiosity of how the world works. It supports the argument of giving inquiry greater time and space in the primary curriculum.