Amber Cigdem EDUC5221 Primary Science

Word Count: 835

Summary of Effective Teaching Strategies in Science
Introduction
There is no norm to how students learn within science. The majority of research however

does imply that students learn by constructing, making sense or making meaning of the world

around them (Skamp and Preston, 2015, p.1). This constructivist theory is more of a

philosophy than a strategy (Cakir, 2008) and includes notions about the nature of reality and

the world out there, individually constructed knowledge, human interaction through co-

operation or manipulation and meaning making through the nature of science. This summary

will critically reflect on strategies which fall under the constructivist theory umbrella, enquiry

based learning, collaborative work and experimenting.

Inquiry

Teaching strategies should be implemented at a primary age as students tend do be

more curious about the world, have more questions and are more motivated to find out how

and why every day processes occur. Spencer and Walker (2011) believe that inquiry based

learning strategies in the classroom increase the student interest in learning. Students can

apply their research skills, construct meaning and acquire scientific knowledge through

exploration, questioning and testing. Classroom studies which aim to evaluate educational

activities, have concluded that inquiry based teaching strategies were more successful than

traditional science instruction (Suduc, Bizoi and Gorghui, 2015, Spencer and Walker, 2011).

It was proven that students find this way of learning more relevant and enjoyable, thus feel

engaged in the topic and learning in science. According to Roden, Ward and Ritchie (2007)

science inquiry should be woven into the school curriculum rather than taught separately,

there are a number of inquiry based instructional strategies that teachers can implement in

their everyday teaching. The Five E instructional model progresses through five phases,

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where the teacher becomes the facilitator of knowledge and student the centre of their own

learning (Spencer and Walker, 2011). To engage, explore, explain, elaborate and explain can

be incorporated into one lesson or span out over a unit, giving students the opportunity to

develop self-direction, enhance their natural curiosity and create new scientific discoveries

(Bybee, 2011).

Collaborative Learning

Laal and Ghodsi (2012), define collaborative learning as an approach to teaching and

learning that ‘involves groups of learners who work together to solve a problem, complete a

task, or create a product.’ Similar to constructivism, collaborative learning is also seen to be

described as a philosophy. Individual learners become interactive and are responsible for

their own actions within a group, this includes their responsibility for leaning as well as,

having respect for the abilities and contributions of all members of the group (Laal and

Ghodsi, 2012). Within primary science classrooms a strategy often used by teachers is to seat

students in groups (Winnie and Wing, 2011). For this strategy to be effective teachers must

defer distraction and elevate collaboration by encouraging communication within each group.

In doing so, students will be able to increase academic interaction by exchanging their views,

extending their discussion after tasks or experiments to explain their thinking and responding

to reasoning (Kutnick, Ota and Berdondini, 2008). Winnie and Wing (2011) discuss

collaborative learning as an intertwined feature of the classroom which includes authenticity,

inquiry, collaboration and technology. Within science classrooms group work is often

assigned for practical reasons such as sharing apparatus and also for pedagogical reasons

such as supporting each other’s understanding by discussion and debate. A teacher’s inability

to follow up on each group may have a negative effect on individual learning. The teacher

must take responsibility and create a supportive environment to maximise the benefits of

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group work, helping the students to understand how they can help each other and to ensure

they develop competency to learn within a group.

Experimenting

Necati (2015), identifies experimenting as a constructivist approach that teachers can

use as a basis of teaching the process of gaining skills and knowledge. Experiments enable

students to activate their conceptual understanding and engage in learning by actively doing

and seeing for themselves in comparison to memorizing formulas. Studies by Nadelson et al.

(2013), showed that primary teachers can have a fear of using experiments as a strategy due

to limited exposure and experience. With successful professional development teachers can

build on their efficiency in planning experiments through the 5 E’s instructional model. It is

not necessary for experiments to have laboratories or apparatus, on the other hand they must

be scientifically creative or physically active, all of which will engage student’s interest in

participating and learning science. Classes where teachers move away from experimenting

and practical work in science as students miss out on the hands on aspect of learning through

science. Relying more heavily on theory students may be more susceptible to losing interest,

experimenting to construct and make sense of the topic is an integral part of the constructivist

theory.

Conclusion

Inquiry based teaching methods, collaborative group work and experimenting are all

effective teaching strategies that can be used in the classroom. If planned and implemented

into science and the curriculum, the strategies can maximise learning within a primary

school.

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References

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