Child-led enquiry in primary science

Lynda Dunlop, Kirstie Compton, Linda Clarke, Valerie McKelvey-Martin

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This research describes and evaluates the application of a child-led approach to scientific enquiry (the Community of Scientific Enquiry, CoSE) to children aged 8–11 (Key Stage 2) in Northern Ireland. Primary teachers were introduced to CoSE at a workshop and asked to evaluate its implementation with their class. Results from children (n = 364) and teachers (n = 19) found that CoSE engaged children with their science learning, and also developed confidence and oracy. However, teachers require more experience developing facilitation skills and in fitting science into a thematic teaching unit.
LanguageEnglish
Pages462-481
JournalEducation 3–13
Volume43
Issue number5
Early online date1 Aug 2013
DOIs
Publication statusPublished - 2015

Fingerprint

science
teacher
teaching unit
community
confidence
learning
experience

Keywords

  • philosophy for children
  • science education
  • community of enquiry

Cite this

Dunlop, L., Compton, K., Clarke, L., & McKelvey-Martin, V. (2015). Child-led enquiry in primary science. Education 3–13, 43(5), 462-481. https://doi.org/10.1080/03004279.2013.822013
Dunlop, Lynda ; Compton, Kirstie ; Clarke, Linda ; McKelvey-Martin, Valerie. / Child-led enquiry in primary science. In: Education 3–13. 2015 ; Vol. 43, No. 5. pp. 462-481.
@article{c758a97e70c74293a3ef1992ed101edb,
title = "Child-led enquiry in primary science",
abstract = "This research describes and evaluates the application of a child-led approach to scientific enquiry (the Community of Scientific Enquiry, CoSE) to children aged 8–11 (Key Stage 2) in Northern Ireland. Primary teachers were introduced to CoSE at a workshop and asked to evaluate its implementation with their class. Results from children (n = 364) and teachers (n = 19) found that CoSE engaged children with their science learning, and also developed confidence and oracy. However, teachers require more experience developing facilitation skills and in fitting science into a thematic teaching unit.",
keywords = "philosophy for children, science education, community of enquiry",
author = "Lynda Dunlop and Kirstie Compton and Linda Clarke and Valerie McKelvey-Martin",
year = "2015",
doi = "10.1080/03004279.2013.822013",
language = "English",
volume = "43",
pages = "462--481",
journal = "Education 3–13",
issn = "0300-4279",
number = "5",

}

Dunlop, L, Compton, K, Clarke, L & McKelvey-Martin, V 2015, 'Child-led enquiry in primary science', Education 3–13, vol. 43, no. 5, pp. 462-481. https://doi.org/10.1080/03004279.2013.822013

Child-led enquiry in primary science. / Dunlop, Lynda; Compton, Kirstie; Clarke, Linda; McKelvey-Martin, Valerie.

In: Education 3–13, Vol. 43, No. 5, 2015, p. 462-481.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Child-led enquiry in primary science

AU - Dunlop, Lynda

AU - Compton, Kirstie

AU - Clarke, Linda

AU - McKelvey-Martin, Valerie

PY - 2015

Y1 - 2015

N2 - This research describes and evaluates the application of a child-led approach to scientific enquiry (the Community of Scientific Enquiry, CoSE) to children aged 8–11 (Key Stage 2) in Northern Ireland. Primary teachers were introduced to CoSE at a workshop and asked to evaluate its implementation with their class. Results from children (n = 364) and teachers (n = 19) found that CoSE engaged children with their science learning, and also developed confidence and oracy. However, teachers require more experience developing facilitation skills and in fitting science into a thematic teaching unit.

AB - This research describes and evaluates the application of a child-led approach to scientific enquiry (the Community of Scientific Enquiry, CoSE) to children aged 8–11 (Key Stage 2) in Northern Ireland. Primary teachers were introduced to CoSE at a workshop and asked to evaluate its implementation with their class. Results from children (n = 364) and teachers (n = 19) found that CoSE engaged children with their science learning, and also developed confidence and oracy. However, teachers require more experience developing facilitation skills and in fitting science into a thematic teaching unit.

KW - philosophy for children

KW - science education

KW - community of enquiry

UR - https://pure.ulster.ac.uk/en/publications/child-led-enquiry-in-primary-science-3

U2 - 10.1080/03004279.2013.822013

DO - 10.1080/03004279.2013.822013

M3 - Article

VL - 43

SP - 462

EP - 481

JO - Education 3–13

T2 - Education 3–13

JF - Education 3–13

SN - 0300-4279

IS - 5

ER -