Enquiry-based science teaching

Key issue addressed by the study

This study explored– the effectiveness of enquiry in supporting the teaching

of science to 12 to 13-year-olds– the link between small-scale enquiry and positive

impacts on learning environment

How enquiry helped children’s learning The study found that students

who carried out enquiries – improved achievement levels– experienced closer cohesion with

other students Boys tended to enjoy enquiry-

based learning more than girls

Aims of enquiry-based teaching The aims of enquiry-based

teaching were– to encourage student cohesion

and closer cooperation between students

– to enhance engagement and task orientation

– to improve the achievement of some students

Exploring a wider range of resources Children from enquiry

oriented classes explored more materials, which was linked with– in-depth discussion of science

concepts– greater content knowledge

about science

Using resources effectively In a laboratory experiment students from enquiry

classes tried to produce static electricity with objects around the room (clothing, walls, floor tiles)

Students from non-enquiry classes simply tested the materials listed in the instructions

Girls’ attitudes to enquiry Girls tended to dislike

enquiry-based teaching because they– perceived the learning

environment as less supportive

– felt concerned about carrying out the correct experiments in the instructions

– developed confidence in enquiry-based teaching more slowly than boys

Boys’ attitudes to enquiry

Boys liked enquiry-based teaching because they– felt enthusiastic about carrying

out their own experiments– had the opportunity to attempt

potentially dangerous explorations (climbing on tables to reach ceiling tiles)

What is enquiry-based teaching?

The researchers used enquiry-based teaching which focused on– using exploration, reflection and dialogue– using the teacher as a facilitator who could guide

students by drawing their attention to contextual examples

– encouraging pupils to develop their own ideas

Who were the children in this study?

165 students (8 classes) taught by 2 teachers Half the classes taught using enquiry-based

approach and half acted as a comparison group

Setting up enquiry lessons

Students in four enquiry classes were given a set of materials and a challenge, and asked to design experiments, decide on appropriate data and how to present this

Students in four non-enquiry classes were given instructions and data tables to fill in

How was the information gathered?

All students responded to questionnaires

20 students participated in interviews after the intervention

All students took part in content tests before and after the intervention, in order to assess achievement levels

How can teachers use the evidence in this study?

The researchers suggested that girls often lacked confidence in devising and conducting their own experiments

How could you support them when using enquiry-based learning in your classroom?

You could ask a group of more confident girls to carry out an enquiry into the circumstances in which enquiry is least worrying to girls

How can school leaders use the evidence in this study?

The study found that enquiry-based teaching could have a positive impact on students’ attitudes and achievement in science and other subjects

Which areas in your school might benefit from enquiry-based learning? Who might help to diffuse such practices?

You could focus on enquiry-based learning during lesson observations to help raise your colleagues’ awareness of its potential

Follow-up reading

Study reference: Wolf, S. & Fraser, B. (2008) The impact of enquiry-based science teaching on students’ achievement. Research OM science education, 38 (3), pp.321-341.

Summary available at: www.standards.dfes.gov.uk/research/themes/thinkingskills/enquirybased/

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