Scientific Enquiry Analysis

This assignment will critically analyse scientific enquiry as a pedagogical approach in science. Firstly, it will address scientific enquiry methods in general; explaining the positives and drawbacks of the use of these in a science lesson. Bringing in working scientifically within the National Curriculum throughout. Then swiftly moving onto the use of fair testing as an enquiry method, in order to overcome the misconception of ‘all plants need soil to grow’, which is explored in appendix one. This again will bring in the positives of these particular approaches and some of the potential issues surrounding fair testing within the science classroom.

Science is a way of investigating and exploring the world people live in, with an aim of understanding

Science can help children to become scientifically literate by allowing a broader knowledge of key issues and ideas that may impact them (Laugksch, 2000; Cooke and Howard, 2014). In order to underpin scientific enquiry there is a need to increase children’s appreciation and common understanding of the nature of science (Cutting and Kelly, 2015). This is reflected in the National Curriculum Department for Education (2013), where scientific enquiry now known as ‘working scientifically’ is known as the methods, nature and processes of science that every year should understand. Cooke and Howard (2014) further adds that, scientific enquiry should not be taught separately, but instead should be implemented in all areas of science. Roden and Archer (2014) support this idea, explaining that ‘working scientifically’ should be seen as equally important to the development of conceptual understanding, therefore should be implemented throughout the science curriculum. It is evident that in science lessons, children should always have the chance to use scientific

Children use the enquiry methods to answer scientific questions based on the world around them (Turner et al., 2011). Department for Education (2013) support this, explaining how pupils should answer and ask relevant questions by using a variety of scientific enquiries methods. Consequently, leading to the use of process skills; observation and questioning are fundamental process skills which lead to other skills being developed (Roden and Archer, 2014). Roden (2005) believes children should be taught to observe and ask questions, but additionally allowing them to engage in practical work where a variety of process skills are used is important. However, in science there is a tendency for teachers to provide any old activity rather than to choose an activity that meets specific learning outcomes in relation to scientific enquiry (Roden, 2005). This consequently means that children are not getting the most out of their science education due to not having the chance to use scientific enquiry skills. For this reason, teachers should have an understanding of what skills and knowledge need to be developed for scientific enquiry including the use of talk and building on prior knowledge and experiences of the world around them, in order for effective learning to occur. Constructivism sees learning as a