How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology

MARIDA ERGAZAKI, VASSILIKI ZOGZA

Abstract

This paper reports on seven case studies that were carried out in the context of the “Fibonacci” project and have to do with implementing inquiry-based didactic sequences of biology in kindergarten classes. The aim is to shed light on the teaching and learning practices that may be activated in a non-traditional educational setting such as the one of IBSE and the extent to which they actually are. The classes that took part were run by teachers who received IBSE-training as members of the local “Fibonacci” network. These classes were observed by us with the “IBSE diagnostic tool” that has been developed in the context of the project.  The analysis of our data shows that the participating teachers were successful in activating most of the teaching practices that are required for building on children’s ideas, some of those required for supporting children’s investigations and all of those required for prompting children to communicate their ideas. On the contrary, teachers appeared to have significant difficulties in activating the teaching practices that have to do with the crucial phase of conclusions. Finally, children showed difficulties in the phases of investigation and conclusions - particularly in learning practices such as making/testing predictions or interpreting results - that haven’t been adequately prompted by the teachers.

Keywords

Inquiry-Based Science Education, biology in early childhood education, teaching practices in kindergarten, learning practices in kindergarten

Full Text:

PDF

References

Ausubel, D. P., Novak J. D. & Hanesian H. (1978). Educational psychology: A cognitive view (New York: Holt, Rinehart & Winston).

Bergman G., Borda Carulla S., Ergazaki M., Harlen W., Kotul’áková K., Pascucci A., Schoultz J., Transetti C. & Zoldozova K. (2012). Tools for enhancing inquiry in Science Education, (www.fibonacci-project.eu/companionresources).

Charpak, G., Léna, P. & Quéré, Y. (2005). L’enfant et la science. L’aventure de La main à la pâte (Paris: Odile Jacob).

Delclaux, M. & Saltiel E. (2013). An evaluation of local teacher support strategies for the implementation of inquiry-based science education in French primary schools. Education 3-13, 41(2), 138-159

Driver, R., Asoko, H., Leach, J., Mortimer, E. & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5–12.

Ergazaki M., Zogza V. & Grekou A. (2009). From preschoolers’ ideas about decomposition, domestic garbage fate and recycling to the objectives of a constructivist learning environment in this context. Review of Science, Mathematics and ICT Education, 3(1), 99-121.

European Commission (2007). Science education now: a renewed pedagogy for the future of Europe (Brussels: European Commission), (http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf).

Fitzgerald, A., Dawson, V. & Hackling, M. (2013). Examining the beliefs and practices of four effective Australian primary Science teachers. Research in Science Education, 43(3), 981-1003.

Gibson H. L. & Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693-705.

Goodrum, D., Hackling, M. & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools (Canberra, ACT: Department of Education, Training and Youth Affairs), (http://www.dest.gov.au/schools_publications).

Harlen W. (1996). The teaching of science in primary schools (London: David Fulton Publishers Ltd).

Harlen, W. (2010). Principles and big ideas of Science Education (Hatfield, Herts: Association for Science Education), (www.ase.org. uk in English, www.fondation-lamap.org in French).

Hatzinikita, V., Koulaidis, V. & Zogza, V. (1999). Conceptions of children 5-7 years of age about growth and nutrition of plants. Pedagogical Review, 29, 209-231

Hickling, Α. Κ. & Gelman, S. Α. (1995). How does your garden grow? Early conceptualization of seeds and their place in the plant growth cycle. Child Development, 66, 856-876.

Inter Academies Panel (2006). Report of the working group on international collaboration in the evaluation of inquiry-based science education programs (Santiago, Chile: Fundacion para

Estudios Biomedicos Avanzados), (http://www.ianas.org/santiago_SE2006_en.html).

Krajcik, J., Blumenfeld, P., Marx, R. & Soloway, E. (2000). Instructional, curricular, and technological supports for inquiry in science classrooms. In J. Minstrell & E. Van Zee (Eds), Inquiry into inquiry: Science learning and teaching (Washington, DC: American Association for the Advancement of Science Press), 283-315.

La main à la pâte (2000). Les dix principes, (http://www.lamap.fr/?Page_Id=59).

Leach, J., Driver, R., Scott, P. & Wood-Robinson, C. (1996). Children’s ideas about ecology 2: ideas found in children aged 5-16 about the cycling of matter. International Journal of Science Education, 18(1), 19-34.

Lawson A. E. (1995). Science teaching and the development of thinking (Belmont, Cal.: Wadsworth Pub).

Linn, M. C., Clark, D. & Slotta, J. D. (2003). WISE design for knowledge integration. Science Education, 87 (4), 517–538.

Marx R. W., Blumenfeld P. C., Krajcik J. S., Fishman B., Soloway E., Geier R. & Tal R. T. (2004). Inquiry-based Science in the middle grades: assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41(10), 1063-1080.

Minner, D. D., Abigail Jurist Levy, A. J. & Century, J. (2010). Inquiry-Based Science Instruction. What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47, 474–496.

National Research Council (2012). A Framework for K-12 Science Education (Washington DC: National Academies Press).

Osborne, J., Wadsworth, P. & Black P. (1992). Processes of life, SPACE Research Reports (Liverpool: Liverpool University Press).

Osborne, J. & Dillon, J. (2008). Science Education in Europe: critical reflections. A report to the Nuffield Foundation, (www.nuffield¬foundation.org).

Patrick, H., Mantzicopoulos, P. & Samarapungavan, A. (2009). Motivation for learning science in kindergarten: Is ther a gender gap and does integrated inquiry and literacy instruction make a difference? Journal of Research in Science Teaching, 46, 166-191.

Samarapungavan, A., Mantzicopoulos P. & Patrick, H. (2008). Learning Science through Inquiry in kindergarten. Science Education, 92, 868-908.

Samarapungavan A., Mantzicopoulos P. & Patrick, H. (2011). What kindergarten students learn in Inqury-Based Science Classrooms. Cognition and Instruction, 29(4), 416-470.

Tytler, R. (2003). A window for a purpose: developing a framework for describing effective science teaching and learning. Research in Science Education, 33(3), 273–298.

Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia’s future (Melbourne: Australian Council for Educational Research).

Worth, K., Duque, M. & Saltiel, E. (2009). Designing and implementing Inquiry-Based Science units. Pollen Project, (http://www.pollen-europa.net/?page=%2Bag%2BXQhDnho%3D).

Vygotsky, L. S. (1978). Interaction between learning and development. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds), Mind in society: The development of higher psychological processes (Cambridge, MA: Harvard University Press), 79-91.


DOI: https://doi.org/10.26220/rev.2044

View Counter: Abstract | 551 | times, and PDF | 688 | times



Re S M ICT E | ISSN: 1792-3999 (electronic), 1791-261X (print) | Laboratory of Didactics of Sciences, Mathematics and ICT, Department of Educational Sciences and Early Childhood Education - University of Patras.

Pasithee | Library & Information Center | University of Patras