Impact of an inquiry-based science activity about climate change on development of primary students’ investigation skills and conceptual knowledge

Diana Boaventura; Cláudia Faria; Elsa Guilherme

doi:10.29333/ijese/8554

Full Text (PDF)

Diana Boaventura ¹ ² ^* , Cláudia Faria ³, Elsa Guilherme ³

More Detail

¹ Escola Superior de Educação João de Deus, PORTUGAL² University of Lisbon, PORTUGAL³ Universidade de Lisboa, PORTUGAL^* Corresponding Author

Abstract

Climate change is one of the major challenges facing society today and more effective education is needed on this topic. This study analysed the effects of an inquiry-based science activity about climate change effects in ocean ecosystems, done in a research laboratory and in the classroom, on primary students’ knowledge, investigation skills and satisfaction. Data were collected through the application of pretests and posttests, direct observation, questionnaires, interviews and document analysis. Results revealed an increase in students’ scientific knowledge and application to new situations. Regarding investigation skills, all students were able to make predictions, and to easily observe and register data. However, experimental planning and conclusions were more difficult for them. Students and teachers emphasised their satisfaction with the outdoor activity, teamwork and the subject. The present study revealed a positive effect of the participation in the inquiry-based activity, embedded on a socio-scientific issue, in students’ conceptual knowledge and in the development of investigation skills.

Keywords

climate change
inquiry-based science learning
outdoor activities
ocean literacy

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INTERDISCIP J ENV SCI ED, 2020, Volume 16, Issue 4, Article No: e2225

https://doi.org/10.29333/ijese/8554

Publication date: 29 Sep 2020

Article Views: 2384

Article Downloads: 2295

Open Access References How to cite this article

References

Akuma, F. V. & Ronel Callaghan, R. (2019). A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry-based practical work. Journal of Research in Science Teaching. 56, 619–648. doi: 10.1002/tea.21516
Alake-Tuenter, E., Biemans, H. J. A., Tobi, H., & Mulder, M. (2013). Inquiry-based science teaching competence of primary school teachers: A Delphi study. Teaching and Teacher Education, 35, 13-24. doi:10.1016/j.tate.2013.04.013
Areepattamannil, S. (2012). Effects of inquiry-based science instruction on science achievement and interest in science: evidence from Qatar. The Journal of Educational Research, 105 (2), 134-146. doi: 10.1080/00220671.2010.533717
Atwood-Blaine, D., & Bowman, R. (2010). Improving K-12 climate science education through collaborations with scientists. Geoscience and Remote Sensing Symposium (IGARSS), 2010 IEEE International, 94-97.
Banchi, H. & Bell, R. (2008). The many levels of inquiry. Science and Children, 46 (2), 26-29.
Bencze. L., Sperling, E., & Carter, L. (2012). Students’ research-informed socio-scientific Activism: Re/Visions for a Sustainable Future. Research in Science Education, 42, 129–148. doi: 10.1007/s11165-011-9260-3
Boaventura, D., Faria, C., Chagas, I., & Galvão, C. (2013). Promoting science outdoor activities for elementary school children: Contributions from a research laboratory. International Journal of Science Education, 35 (5), 796-814.
Boaventura, D., Guilherme, E., & Faria, C. (2016). An inquiry-based science activity centred on the effects of climate change on ocean ecosystems. School Science Review, 98 (363), 88-93.
Brennan, C., Ashley, M., & Molloy, O. (2019). A system dynamics approach to increasing ocean literacy. Frontiers in Marine Science, 6: 360. doi: 10.3389/fmars.2019.00360
Cremin, T., Glauert, E., Craft, A., Compton, A., & Stylianidou, F. (2015). Creative little scientists: exploring pedagogical synergies between inquiry-based and creative approaches in early years science. Education 3-13, 43 (4), 404-419. doi:
10.1080/03004279.2015.1020655
Dijkstra, E., & Goedhart, M. (2011). Evaluation of authentic science projects on climate change in secondary schools: a focus on gender differences. Research in Science & Technological Education, 29 (2), 131–146. doi: 10.1080/02635143.2011.581631
Dobber, M., Zwart, R., Tanis, M., & Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22. 194-214. doi:10.1016/j.edurev.2017.09.002
Fullan, M. (2008). The six secrets of change. San Francisco: Jossey-Bass.
Gillies, R. M., Nichols, K., Burgh, G., & Haynes, M. (2012). The effects of two strategic and meta-cognitive questioning approaches on children’s explanatory behaviour, problem-solving, and learning during cooperative, inquiry-based science. International Journal of Educational Research, 53, 93–106. doi:10.1016/j.ijer.2012.02.003
Gillies, R. M., & Nichols, K. (2015). How to support primary teachers’ implementation of inquiry: teachers’ reflections on teaching cooperative inquiry-based science. Research in Science Education, 45, 171–191. doi: 10.1007/s11165-014-9418-x
Gillies, R. M., & Rafter, M. (2020). Using visual, embodied, and language representations to teach the 5E instructional model of inquiry science. Teaching and Teacher Education, 87, 1-9. doi:10.1016/j.tate.2019.102951
Hargreaves, A. (2008). Mudança educativa e crise do profissionalismo [Educational change and crisis of professionalism]. In Goodson (Ed.), Formação de professores. Conhecimento e vida profissional [Teacher training. Knowledge and professional life] (pp. 209-221). Porto: Porto Editora.
Hofstein, A., Kipnis, M., & Kind, P. (2008). Learning in and from science laboratories: Enhancing students’ metacognition and argumentation skills. In C. L. Petroselli (Ed.), Science education issues and developments (pp. 59–94). New York: Nova Science.
Holbrook, J. (2010). Education through science as a motivational innovation for science education for all. Science Education International, 21, (2), 80-91
Hume, A., & Coll, R. (2010). Authentic student inquiry: the mismatch between the intended curriculum and the student-experienced curriculum. Research in Science & Technological Education, 28 (1), 43–62. doi: 10.1080/02635140903513565
Löfgren, R., Schoultz, J., Hultman, G., & Björklund, L. (2013). Exploratory talk in science education: inquiry-based learning and communicative approach in primary school. Journal of Baltic Science Education, 12 (4), 482-496. ISSN 1648–3898
McCright, A. (2012). Enhancing students’ scientific and quantitative literacies through an inquiry-based learning project on climate change. Journal of the Scholarship of Teaching and Learning, 12 (4), 86 – 102. ISSN-1527-9316
Milne, I. (2010). A sense of wonder, arising from aesthetic experiences, should be the starting point for inquiry in primary science. Science Education International, 21 (2), 102-115. ISSN-2077-2327
Mogias, A., Boubonari, T., Realdon, G., Previati, M., Mokos, M., Koulouri, P., & Cheimonopoulou, M.T. (2019). Evaluating ocean literacy of elementary school students: preliminary results of a cross-cultural study in the Mediterranean region. Frontiers in Marine Science, 6: 396. doi: 10.3389/fmars.2019.00396
Morrison, J. A. (2013). Exploring exemplary elementary teachers’ conceptions and implementation of inquiry science. Journal of Science Teacher Education, 24, 573–588. doi: 10.1007/s10972-012-9302-3
Murphy, C., Varley, J., & Veale, O. (2012). I’d rather they did experiments with us…. Than just talking: Irish children’s views of primary school science. Research in Science Education, 42, 415–438. doi: 10.1007/s11165-010-9204-3
National Research Council (1996). National science education standards. Washington: National Academy Press.
National Research Council (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. https://doi.org/10.17226/18290.
Namdar, B. (2018). Teaching global climate change to pre-service middle school teachers through inquiry activities. Research in Science & Technological Education, 36 (4), 440–462. doi: 10.1080/02635143.2017.1420643
Osborne, J. & Dillon, J. (2008). Science education in Europe: Critical reflections. King’s College London: The Nuffield Foundation.
Ratinen, I., Viiri, J., & Lehesvuori, S. (2013). Primary school student teachers’ understanding of climate change: comparing the results given by concept maps and communication analysis. Research in Science Education, 43, 1801–1823. Doi:10.1007/s11165-012-9329-7
Reisner, M., & Reed, S. (2011). SpongeBob – Uma aventura ecológica [Sponge Bob – An ecological adventure]. Sintra, Portugal: Evereste Editora.
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A review of Research on Outdoor Learning. National Foundation for Educational Research and King’s College. London: Field Studies Council.
Rönnebeck, S., Bernholt, S., & Ropohl, M. (2016). Searching for a common ground – A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52 (2), 161-197, doi: 10.1080/03057267.2016.120635
Santoro, F., Santin, S., Scowcroft, G., Fauville, G., & Tuddenham, P. (2017). Ocean literacy for all. A toolkit. Paris: UNESCO.
Stefanelli-Silva, G., Pardo, J.C.F., Paixão, P., & Costa T.M. (2019). University extension and informal education: useful tools for bottom-up ocean and coastal literacy of primary school children in Brazil. Frontiers in Marine Science, 6: 389. doi: 10.3389/fmars.2019.00389
Shymansky, J. A., Kyle, W. C., & Alport, J. M. (2003). The effects of new science curricula on student performance. Journal of Research in Science Teaching, 40, (Supplement) S68-S85. doi:10.1002/tea.3660200504
UN (2015). Transforming our world: the 2030 agenda for sustainable development (A/RES/70/1). Author. Retrieved from https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf
Varma, K. (2014). Supporting scientific experimentation and reasoning in young elementary school students. Journal of Science Education and Technology, 23, 381–397. doi:10.1007/s10956-013-9470-8

How to cite this article

APA

Boaventura, D., Faria, C., & Guilherme, E. (2020). Impact of an inquiry-based science activity about climate change on development of primary students’ investigation skills and conceptual knowledge. Interdisciplinary Journal of Environmental and Science Education, 16(4), e2225. https://doi.org/10.29333/ijese/8554

Vancouver

Boaventura D, Faria C, Guilherme E. Impact of an inquiry-based science activity about climate change on development of primary students’ investigation skills and conceptual knowledge. INTERDISCIP J ENV SCI ED. 2020;16(4):e2225. https://doi.org/10.29333/ijese/8554

AMA

Boaventura D, Faria C, Guilherme E. Impact of an inquiry-based science activity about climate change on development of primary students’ investigation skills and conceptual knowledge. INTERDISCIP J ENV SCI ED. 2020;16(4), e2225. https://doi.org/10.29333/ijese/8554

Chicago

Boaventura, Diana, Cláudia Faria, and Elsa Guilherme. "Impact of an inquiry-based science activity about climate change on development of primary students’ investigation skills and conceptual knowledge". Interdisciplinary Journal of Environmental and Science Education 2020 16 no. 4 (2020): e2225. https://doi.org/10.29333/ijese/8554

Harvard

Boaventura, D., Faria, C., and Guilherme, E. (2020). Impact of an inquiry-based science activity about climate change on development of primary students’ investigation skills and conceptual knowledge. Interdisciplinary Journal of Environmental and Science Education, 16(4), e2225. https://doi.org/10.29333/ijese/8554

MLA

Boaventura, Diana et al. "Impact of an inquiry-based science activity about climate change on development of primary students’ investigation skills and conceptual knowledge". Interdisciplinary Journal of Environmental and Science Education, vol. 16, no. 4, 2020, e2225. https://doi.org/10.29333/ijese/8554