Full Description
The chapters in this book represent a cross-section of research conducted in inquiry-based science education at primary levels of schooling in international contexts that include school settings in Australia, India, Singapore, South Africa, Turkey, Northern Ireland, and the United States. The book includes empirical studies on the role of inquiry-based learning in advancing students' conceptual understanding and modelling proficiency, students' understandings about the nature of scientific inquiry, classroom studies on teachers' enactment of inquiry-based learning, teachers' facilitation of classroom discourse for inquiry-based learning, and co-teaching in developing teachers in adopting an inquiry-based pedagogy. It was originally published as a special issue of the journal Education 3-13.
Contents
Introduction: Inquiry-Based Science Education in Primary Schools 1. South African primary school learners' understandings about the nature of scientific inquiry 2. Indian pre-service teachers' conceptualisations and enactment of inquiry-based science education 3. Primary school pre-service teachers' enactment of inquiry-based-science teaching 4. The relationship between teacher's support of literacy development and elementary students' modelling proficiency in project-based learning science classrooms 5. Promoting senior primary school students' understanding of particulate nature of matter through inquiry instruction with multiple representations 6. Fostering senior primary school students' understanding of climate change in an inquiry-based learning environment 7. Primary teacher educators' practices in and perspectives on inquiry-based science education: insights into the Australian landscape 8. A coteaching model for developing pre-service teachers' practice and confidence in teaching primary science through inquiry 9. A knowledge building approach to primary science collaborative inquiry supported by learning analytics
