EDU431 - METHODS OF TEACHING MATHEMATICS AND SCIENCE IN THE PRIMARY/JUNIOR GRADES

Required reading K: Analysis and Reflection.

Title:
Creating a Love for Science for Elementary Students through Inquiry-based
Learning
CITATION: Spencer, T. L., & Walker, T. M. (2011). Creating a love for science for elementary
students through inquiry-based learning. Journal of Virginia Science Education, 4(2), 18-25.
ABSTRACT:

ANALYSIS/REFLECTION:

This article created a very interesting debate between

For the purpose of this article, the
future education and current reality. On one end of the
following questions are raised: 1)
spectrum authors discuss inquiry-based learning and the
What instructional strategies could be criticality of integrating it into the science, technology,
used to create a love for science for
engineering, and math (STEM) curriculum to promote
elementary school students? 2) What students success in the 21st century, while on the other end of
strategies help students connect their the spectrum the harsh reality of current science instruction
backgrounds to scientific ideas?, and hinders this progressional change from happening. As it has
3) What strategies help students learn been established from this article, inquiry-based learning
in non-routine ways? The authors
focused on student-centred learning; in that students engage
believe inquiry-based strategies are
in reflective and critical thinking learning through
intended to increase student interest in questioning and active engagement. In inquiry-based learning
science. This article will discuss
the students become the consumers of their own knowledge,
inquiry and inquiry-based learning
while the teacher becomes the facilitator who guides and
and describe the stages of using two
promotes student learning and discovery. Contrary to those
inquiry-based instructional strategies: beliefs, traditional science instruction has been seen to be
The 5E strategy and the concept
one-dimensional learning that is based primarily on direct
attainment model.
instruction. As instructionally and educationally changing as
the notion of inquiry-based learning may be in science, I do
not feel as though changes will happen anytime soon due to
precise teaching and learning (as much as I would LOVE to
see that in all classrooms). According to this article, teachers
can easily transform a regular classroom into an inquirybased learning classroom by allowing the students to ask
scientifically-based questions, make connections between
observations and collected evidence, develop questions as
they observe and inquiry to evaluate their responses, and
communicate and support their answers with evidence.
Instead of making teacher instruction dull and allowing no
student input, teachers should make learning more interactive
and based on student interests, while utilizing technology, in
order to allow students to find passion, motivation, and
excitement for their learning and discoveries. In an old, yet
very powerful saying, Tell me and I forget, show me and I
remember, involve me and I understand. I believe this is the
essence of inquiry-based learning! Attention to all teachers:
be the change, and you will see the change!