Inquiry based primary science: lessons from experiences in English classrooms

1. Inquiry based primary science: lessons from experiences in English classrooms Willeke Rietdijk University of Southampton Jenny Byrne University of Southampton Sue Dale-Tunnicliffe Institute of Education, University of London ESERA Conference, 7 September 2013

2. Activities trialled in the UK: • Early Years (ages 3-5) • Swing game (Belgium) (2x) • Find the magnet (Cyprus) (2x) • Strong Walls (Belgium) (1x) • Years 1-4 (ages 5-9): • Magnetic power (Slovakia) (5x) • Exercise for health (Slovakia) (4x) • Shadows, day and night (Southampton) (4x)

3. UK context for IBSE • Positive climate for IBSE • IBSE has had strong focus in UK primary curriculum but curriculum will be changing 2014, focus on facts and concepts • Lower status of science compared to maths and English • Primary science teacher training focuses on IBSE, but science is one of many subjects • Not many opportunities for IBSE professional development • Pri-Sci-Net delivers CPD, but nearly impossible for teachers to come out of school • At Early Years (3-5) level, general philosophy of learning fits entirely with IBSE principles • playing and exploring, active learning, creating, and thinking critically are regarded to characterise effective teaching and learning

4. Research questions • Why is IBSE important in the primary classroom? • What are barriers to the management and delivery of effective inquiry-based science in the UK? • How does the age group of the children affect the management and delivery of effective inquiry-based science? • What are children’s responses to, and thoughts and feelings about the various aspects of inquiry based science?

5. Research methods • 7 participating schools (2 Early Years and 5 Primary), broadly representative of the population • Teacher questionnaires about feelings and views on IBSE • Classroom observations of 18 activity trials (class sizes: ~30) • 18 Interviews with classroom teachers • 17 child group interviews (2-5 children); one 1:1 child interview • Thematic analysis of interview data using NVivo; statistical analysis of questionnaire using SPSS

6. Observation categories • Children are engaged in scientific thinking and discourse • Children work with evidence and formulate explanations • Children reflect on the progress of their inquiry, evaluate what has been achieved and plan next steps (based on PriSciNet definition of IBSE) Ratings: 1 = fully teacher led; 3 = fully pupil led; 2 = in between/combination

7. Research Q 1. Why is IBSE important? IBSE Teacher questionnaire findings (n=17) • 14 out of 17 teachers felt that IBSE is ‘very important’ • Open responses: Children need to: • follow their own ideas, discover for themselves, try things out, be independent in learning about the world around them • have fun, enjoy science • Work collaboratively • Skills in scientific inquiry are building blocks for life

8. Research Question 2. Barriers to the management and delivery of IBSE • Insufficient time, space, resources, staff (Questionnaire + Interviews) • Lack of teacher confidence & skills, subject knowledge – (questionnaire) • Teacher reluctance to relinquish control to the children (interviews + classroom observations)

9. Observation ratings • Full independence (3) only given in 29% of ratings (35/122) • 27% of ratings indicate a 1 = fully teacher led aspect (33/122)

10. Most teacher led aspects of inquiry (most level 1 ratings): • Engaging children with scientific questions • Engaging children in critical discourse with others about procedures, evidence and explanations • Children connecting evidence and explanations to developing scientific knowledge (=NOS!) • Most pupil led aspects of inquiry (most level 3 ratings): • Children interacting with each other during the activity • Children giving priority to evidence as they plan and conduct investigations

11. Teachers’ concerns about managing group work and assessment during inquiry based work (teacher interview data) • Engagement & learning of children of different levels and abilities • Group mix and size • Tracking individual pupil’s, as well as all groups’ learning • Managing resources • How to assess children of different abilities? • How to differentiate for different abilities and prevent repetition for able students? • How much spoon feeding is needed for younger children? • How to ensure learning objectives are met?

12. Research Q 3. How does age group of the children affect the management and delivery of IBSE? Concerns about suitability of IBSE for young age groups: common remark: “the children are too young for this” Usually teachers of ages 5-7

13. Children’s feelings about IBSE • Engagement, excitement, enthusiasm • Enjoying working in groups and getting ideas off each other, receiving peer support • Difficulties experienced with: • making links with scientific knowledge • group work

14. Conclusions & implications • Teachers and children find IBSE highly valuable and enjoyable, but... • …many challenges experienced • Despite teachers valuing IBSE, hesitance to fully deliver it • Restrictions of targets and national assessment regimes impede IBSE learning (especially early primary) • Some of the findings resonate with concerns expressed in literature: - Focusing on specific skills (observation, fair testing) or doing hands on science rather than in-depth learning about inquiry and how science works? (Kim and Tan, 2011; Abd-El-Khalick, 2004) • Creativity with / awareness of alternative assessment methods would facilitate IBSE • Some difficulties children experienced with group work might impede their learning and confidence

15. Thank you Our email addresses: • J.Byrne@soton.ac.uk (Jenny Byrne) • W.Rietdijk@soton.ac.uk (Willeke Rietdijk) • S.Tunnicliffe@ioe.ac.uk (Sue Dale-Tunnicliffe)