Essay On Scientific Enquiry

A way to encourage scientific enquiry in the classroom is through the use of practical investigations. In the context of thinking and working scientifically, investigations are activities where children can use their conceptual understanding and knowledge of science to find solutions to problems and questions (Skamp, 2012). Supported by Ward et al. (2006) who say that the term investigation is used for activities requiring children to make choices about what to change and measure. Instances where science lessons are practical and focus on the development skills linked with scientific enquiry and where emphasis was placed on the children carrying out investigations independently, were the most beneficial (Ofsted 2010). Osborne and Collins (2000) support this, saying how pupils enjoy opportunities for practical work and

Although, the fair test model has reduced in classrooms to accommodate for a greater variety of approaches, it has been noticed that fair testing still dominates (Sears and Sorensen, 2005). Dunne and Peacock (2015) support this, stating that even if fair testing has reduced, it is still important within the science classroom. Cooke and Howard (2014) add that a wide range of enquiry methods should be used, not just fair testing, which is perhaps been over used. It is clear that fair testing should not be ignored as a scientific enquiry method but nevertheless, other forms should still be implemented to help children when working scientifically. Fair-test enquiries may be initiated by the teacher, with structured ways to guide the children. Although, children should really be encouraged to think of their own questions, taking greater responsibility for their learning (Loxley et al., 2014). Hollins et al., (2001) agrees with the use of questioning to prompt the children during a fair test, stating how the teacher can help refine a prediction for the children by the use of open-ended