Brandon Moller

Summary of effective teaching strategies.

Introduction:

Teaching and learning science in schools can be a challenging task with many opinions on the

appropriate approach for success. Science provides students with multiple opportunities to explore,

develop and expand on a range of literacies, both generic and scientific specific. So, understanding

appropriate strategies to achieve clear learning outcomes best is fundamental to for science educators.

Constructivist views in science teaching and learning lead research in its appropriateness for

providing guiding principles that underpin scientific teaching strategies. This paper will discuss both

personal and social constructivist strategy which ultimately aims for the development of scientific

competencies through the use of interesting and engaging lesson and opportunities for collaborative

learning.

Inquiry-Based Approach:

Personal constructivism is the idea that learners actively generate meaning from

experience from existing ideas (Skamp, 2011). On the belief that knowledge is constructed

from prior experiences it is important for educators to make appropriate links between

lessons. The 5 E’s (engage, explore, explain and elaborate) an inquiry-based learning

approach is the most current approach to science education and relates to children

undertaking investigations to answer their question. It follows 5 phases where the teacher is

the facilitator of knowledge and the student at the centre on their learning (Spencer &

Walker, 2011). Each student uses their prior knowledge and literacies to develop

explanations for their hands-on experiences of scientific phenomena. Students are presented

with opportunities to be actively engaged in the learning process and develop investigatory

skills and broader scientific understandings. Spencer and Walker (2011) believe inquiry-

based learning increases students’ interest and involvement, allowing for opportunities to

apply new knowledge through exploration, questioning, and testing. The use of personal
Brandon Moller

constructivist methods to construct and plan lessons is an integral strategy an educator can

utilise to engage better and interest students in scientific topics and making information

relevant to the students.

Understanding the how and why of phenomena instead of just the what has become

increasingly important for educators and learners alike. The inquiry-based approach

encourages students to develop their skills in making observations, collecting, analysing and

evaluating and drawing rational conclusions to answer questions.

Collaborative Learning:

Inquiry-based learning alone is not sufficient enough to bridge the gap from hands-on

experiences of phenomena and the idea behind the science. It is crucial students are given

opportunities for reflection and discussion with peers for a deeper understanding. Researchers

have continually demonstrated that conceptual understanding in science is supported by

having pupils discuss ideas among themselves. That students who experience peer discussion

and guidance make more conceptual knowledge than those who do not (So & Ching, 2011).

Social Constructivist views of teaching and learning science positions student-student and

teacher-student interactions as an integral part of its success. ‘An individuals’ understanding

of the concepts, theories, and ideas is a dynamic process resulting from acting in situations

and negotiating with other members of a classroom community (Skamp, 2012).

Collaborative learning is a useful teaching and learning strategy that ‘involves

learners working together to solve problems, task, or create a product (Laal, 2012). Group

work encourages active participation between all participants in a group and responsibility

for their learning as well as the learning of others. Within a science classroom particularly in
Brandon Moller

science inquiry lessons, group work is often used. It provides practical advantages such as

successful classroom management, the sharing of resources and equipment and active

discussion and evaluation among peers. Research studies on group work indicated that

cooperative learning has positive effects on student academic achievement as well as science

learning (Lin, 2006).

Conclusion:

An inquiry-based approach to teaching science facilitates learning through scaffolded

instruction and reflective thinking. The 5E’s inquiry process focuses on developing student’s

science inquiry skills. Classroom studies have found that educational activities which

implement inquiry-based strategies, were more successful than traditional science instruction

(Spencer, 2011). It becomes apparent that inquiry-based scientific instruction provides a more

exciting and engaging means of teaching and learning science for both teacher and student.

Students not only have the opportunity to conduct investigations, but they also engage in the

scientific thinking and discussion, which ultimately supports them in constructing a better

understanding of science topics.

Some challenges faced with an inquiry-based approach are that some students find it

hard to offer valuable explanations on experiences. Often students’ base explanations on

common sense or subjective experiences. Students based interpretations on their daily

experiences, but because each student as different experience it can be a challenge to reach a

consensus for an explanation of phenomena. Collaborative learning strategies are an integral

part of the success of inquiry-based learning. It provides opportunities to improve student

thinking and help them construct their scientific understanding by strengthening and

extending their knowledge. The sharing of ideas allows students to explore, develop and

question new ideas ultimately deepening their understanding.

Brandon Moller

Though multiple benefits present themselves, some disadvantages can be highlighted.

The main obstacle during group collaboration is the fear that some students may display

behaviour that could obstruct the proper functioning of the group (Lin, 2006). This can be

possibly avoided by the use of heterogeneous group strategies that enables lower-achieving

students to work with higher-achieving students. Coupling an inquiry-based approach and

collaborative teaching strategies is a phenomenal tool for educators and when used

appropriately it can engage, interest and develop knowledge and understanding in science

learning.
Brandon Moller

References:

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and

Behavioral Sciences, 31, 486-490. doi:10.1016/j.sbspro.2011.12.09

Lin, E. (2006). Cooperative Learning in the Science Classroom: A new learning model for a

new year. The Science Teacher, 73(5), 34-39.

Skamp, K. (2011). Teaching chemistry in primary science : what does the research suggest?

Teaching Science, 57(4), 37-43.

Skamp, K. (2012). Teaching primary science constructively (4th ed.). South Melbourne, Vic:

Cengage Learning.

So, W. M. W., & Ching, N. Y. F. (2011). Creating a collaborative science learning

environment for science inquiry at the primary level. Asia-Pacific Education

Researcher, 20(3), 559-569.

Spencer, T. L., & Walker, T. M. (2011). Creating a love for science for elementary students

through inquiry-based learning. Journal of Virginia Science Education, 4(2), 18-25.

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