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Inquiry Based learning In inquiry based learning, the teacher creates a situation where learners are asked to find

out things by themselves. This departs greatly from direct instruction. In the latter, the learner is the receiver of information whereas in the former, the leaner is viewed as an inquirer. The heart of inquiry model lies in enabling learners to seek information, to explore the world, to asked questions , to problem-solve or to search for new understandings (Armstrong, 1998, Lindfors, 1999) Inquiry based instruction has been considered a corner stone to the science teaching standards. Inquiry based instruction is a pedagogical method of combining higher order questioning with student-centered discussion and discovery of central concept through laboratory activities (Damnajovic, 1999). Such a move will enable teachers to produce students who are able to think critically and creatively in relation to much of difficult science concept. In inquiry classroom, students learn to construct their own knowledge, which is in contrast to traditionally thought classroom where teacher are considered as provider of knowledge. In other words, inquiry teaching promotes the development of students intellectual autonomy. Teacher will have to act as facilitator or catalyst for students learning ( Collins, 1998). Inquiry based instruction models science very much as science, and in turn, has been describe as both knowledge of the natural world and a procedure used to obtain that knowledge. (Moore 1993). In an inquiry classroom, students have the opurtunity to experience the process of science (Uno, 1990) and learn to question their own questions. Students will learn to deal with the frustrations of experimental error, missing data and uncontrolled variables. In context of integrating inquiry into Science teaching, Suchman inquiry (Armstrong, 1998) has been particularly helpful. He develops a unique strategy whereby a puzzling problem is share with learners. He call this discripant event. Students that are instructed to propose hypothesis and ideas that would explain the phenomenon. They are encourage to ask the teacher who, in initial stage, answer with a yes or no or with a maybe:. the learners then begin to gather relevant data to reach

an understanding of the problem at hand. Gradually the teacher move towards soliciting suggestion from the students. If the puzzle is appropriately chosen, students are also encouraged to pursue the solution by way of research. Levin, Sabar and Libman (1991) have reported in their respective studies that the use of inquiry activities have been instrumental in enhancing students interest in science and also in their motivation to continue studying Science. Teacher have also found teaching science using inquiry method of teaching to be more rewarding (Costenson & Lawson, 1986) Thus the purpose of study is to identify motivation of pupils towards inquiry based instruction and to investigate the view of science constructively. This is important as much depends on learning activities that pupils do during Science time in constructive manner. In addition, it will help to put motivation of learning Science among pupils higher. Purpose of Study The purpose of the study is to investigate year 5 pupils from primary school in Malaysia motivation in learning Science through inquiry based activity which include their attitude towrds science learning, nature or image of science. In addition, it also aims to examine the pupils interest during Science inquiry based activity. Method I used several activities which based on inquiry learning activities. These kind of activities content work group and individual work which teacher acts as instructor to pupils or studys subjects. As my introduction to my project Ill use .. develop by this questionnaire have .items response to these items were recorded using