Inquiry-based learning in the early years through storytelling

Abstract

Young children learn through informal ways and many teachers use games and stories as common teaching strategies. Young children find it easier to understand new concepts through contexts. Research has also shown how young children's knowledge of animals and plants is limited (Gatt et ai, 2007; 2008). This paper describes how a teaching methodology based on inquiry-based learning and using storytelling was shown to help children in the early years to learn more about animals and plants in science. The methodology involved the development of five lessons for 7 year-old primary level children and trialling them to evaluate their effectiveness. Each ofthese lessons was characterised by a story as an introductionl which provided a context for the investigation (inquiry) in science that was to follow. Qualitative interviews with the children and the teachers delivering the lessons were carried out. The results show that the children were very much engaged in the stories and subsequently in the science investigations that followed. The use of tactile resources, such as the Big Book and puppets, motivated and engaged the children more than the use of PowerPoints. In all situations, the children were found to have enjoyed the lessons as well as learnt new science concepts. It has been shown that storytelling can be used to provide a context for inquiry-based learning when doing science with children in the early years of primary education.