Scientific Enquiry is an Essential Component of the Primary Science Curriculum

Scientific Enquiry is an Essential Component of the Primary Science Curriculum

In order to discuss the proposition that scientific enquiry is an essential component of the primary science curriculum we initially need to understand what scientific enquiry is. Scientific enquiry is the experimental and practical work that is involved in the teaching of science. The definition of science enquiry can be deconstructed further and could be referred to as 'process skills' or 'processes' (Harlen, &Qualter, 2007). Scientific enquiry involves the following processes; exploring, questioning, predicting, hypothesising, planning, testing, observing, measuring, recording, interpreting, evaluating, concluding and communicating (Howe et al, 2009).These 'processes' can be classified into two categories, thinking and doing. Thinking skills involve hypothesising, interpreting and evaluating, whereas doing involves physical skills, such as measuring, cutting and pouring. Scientific enquiry involves all different types of processes and children can begin to try and understand the world around them, when using the processes previously mentioned.

Through exploration children can acquire skills over knowledge and the opportunity to discover for themselves, leading to more valuable learning, therefore more memorable. This is a view supported by Pritchard (2009) who suggests when we actively construct our own understanding then learning is more effective, therefore this could be considered a better method than having facts transmitted by a teacher. This links into the constructivist approach to learning, which can be defined as “Learning as a process by which an individual actively constructs ideas, rather than as a process of 'transmission' in which facts are poured into the mind of the learner” (Howe et al, 2009, p. 3), therefore reiterating that the transmission of knowledge from a teacher, could be considered to not be as effective, as allowing children the opportunity to discover for themselves. A view supported by Fisher (2005) who suggests that it is ineffective to 'tell' children scientific ideas in relation to current thinking in science education. Furthermore constructivist learning is building on an individual's current knowledge, understanding and skills, which links to the concept that children already have pre-existing ideas. This is a view supported by Rutledge (2010) who suggests children's learning is mainly influenced by their previous experience they have encountered and developed to construe the world around them. Therefore the implementation of scientific enquiry within the Primary science curriculum is essential to build on children's existing knowledge, understanding and skills.

Children can build upon their existing knowledge, understanding and skills through the inclusion of experimental science in the Primary curriculum. Through the inclusion of experimental science children can be seen as behaving like scientists when exploring the physical world, using the processes involved in scientific enquiry. A view supported by Howe et al. (2009) that emphasises the importance of interaction with the real world through experimental science, including making and testing hypotheses in relation to the environment. Experimental science is essential for children to learn and a view which is supported by Smith, a Canadian professor of education (1978, as cited by ...