The development of science inquiry skills in years 1-2 : a case study

Abstract

The consultation document ‘A Vision for Science education in Malta’ (2011) commits to doing Science through inquiry, even in the early years. By an inquiry approach, learners are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, think creatively and use the evidence collected to draw conclusions with respect to the initial question set. Learners are directly involved in doing Science. The aim of this study was to take a case study of one primary school which has developed a program in Science for inquiry in the early years and see how much children developed inquiry skills on experiencing doing science through inquiry over two years. Data collected was qualitative and included: six lesson observations (three lesson observations in Year 1 and another three lessons in Year 2; and four interviews with teachers, two interviews teaching Year 1 in two teaching Year 2. The classroom settings were found to be conducive to inquiry as children were organised in groups, and also promoted the social construction of knowledge. The lessons observed demonstrated inquiry to different degrees, ranging from tackling an inquiry questions directly to reviewing investigations carried out. This study showed that there was a minimal increase in inquiry skills between Year 1 and Year 2. Nonetheless, better communication was observed in Year 2. This study has proven the benefits of having Inquiry-based learning in early years of doing Science, in order for pupils to be able to build upon their existing natural curiosity and develop inquiry skills that are essential for lifelong learning.