Science Inquiry Rationale

The importance of an inquiry based science approach in early
childhood
Eesha Patel
The term science is used to describe both a body of knowledge and the
activities or processes that give rise to that knowledge (Zimmerman,
2000). An image that may come to mind when the term science is
mentioned is that of the stereotypical white coat laboratory scientist
playing with unknown gadgets or mixing dangerous chemicals. This
particular image makes science seem fairly inaccessible to the average
person, and yet science can be as simple as having a question and finding
the answer. Teaching science in the early years can change childrens
attitudes towards science from a young age by bringing science into
everyday life (Eshach & Fried, 2005). Science is vital in assisting children
to understand the world around them (Campbell & Jobling, 2012). An
inquiry-based approach to science allows children to learn about the world
around them whilst engaging with higher order thinking (Kruse, 2009).
Several authors recommend that science be introduced at an early age
(Campbell & Jobling, 2012; Eshach & Fried, 2005; Lind, 1998). Eshach and
Fried (2005) have summarised 6 key reasons for why science should be
taught in early childhood. These reasons are:
(1) Children naturally enjoy observing and thinking about nature.
(2) Exposing students to science develops positive attitudes
towards science.
(3) Early exposure to scientific phenomena leads to better
understanding of the scientific concepts studied later in a formal
way.
(4) The use of scientifically informed language at an early age
influences the eventual development of scientific concepts.
(5) Children can understand scientific concepts and reason
scientifically.
(6) Science is an efficient means for developing scientific thinking.
Concrete illustrations of some of the ideas discussed in this essay,
particularly, how language and prior knowledge may influence the
development of scientific concepts, are then provided.

These 6 key points give a fairly comprehensive argument as to why
science should be taught in the early years. These points are also support
the view of children as curious learners who are able to construct their
own meaning. Eschach and Fried also mention the importance of exposure
to scientific phenomena and development of scientific thinking at an early
age, both of which can be achieved by conducting investigations in the
classroom.
Having established why it is important to teach science in the early years,
let us examine the processes by which this can be done. Science in early
childhood can be taught through a combination of adult-guided and childdirected experiences, and can involve intentional teaching as well as
opportunities for free exploration and experimentation (Campbell &
Jobling, 2012). The teachers view of the child plays an important role in
the way science is taught in a classroom. For example, if the teacher views
the child as a sponge to which the teacher must impart knowledge, the
teacher may choose to emphasise teacher-directed investigations. If,
however, the teacher views the child as an individual capable of
constructing his or her own meaning, then the teacher may choose to
facilitate more open-ended investigations. Malaguzzi views learning as
something that occurs largely due to the childs own doing rather than a
direct result of what is taught by the teacher (Edwards, Gandini, & Forman,
1993). Thus, it follows that the Reggio approach encourages children to
engage in discovery-based, child-directed learning. Whilst there are
differences in approaches to teaching science, it is important for the
teacher, whichever method he or she adopts, to make the learning
relevant and meaningful for the children.
The inquiry approach, particularly with investigations, is one way that
learning can be made relevant, engaging and to satisfy the childrens
curiosities. An inquiry based approach to science education involves a
process by which students explore the natural and material world around
them, and in turn ask questions of their own, making discoveries of their
own in the search for an informed and holistic knowledge of core scientific
concepts(Robison, 2008). When learning occurs in this approach, the
childs prior knowledge will be activated and their interest piqued. Thus,
an investigation can provide a suitable platform for the child to learn new
concepts, link new understandings with prior knowledge, and reconstruct
alternative conceptions of scientific ideas. These investigations can be
formal or informal and play is one of the most natural and appropriate
learning mediums for scientific learning to take place (Wood, 2004). In the
early years, this learning could occur through the use of provocations,
nature walks or sensory learning experiences.
Worth and Grollman (2003) claim that a good science program;
Builds on prior experiences and backgrounds,

Provides children the opportunity to share their ideas in multiple
ways,
Draws on childrens curiosities and encourages children to ask
questions and develop their own ideas,
Engages children in in-depth exploration of a topic over time in a
carefully prepared environment, and
Encourages children to reflect on, represent, and document their
experiences and share and discuss their ideas with others.
The stages of the investigation process satisfy all of the above. The
questioning, predicting and planning stages of an investigation allows
children to share what they are curious about and thus help to create their
own inquiry questions. This allows the teacher to facilitate meaningful
learning and investigations for them. The conducting stage allows children
to explore a topic in depth over time and to develop new understandings.
The processing and analysing stage serves to deepen the childs
understanding by giving them an opportunity to organise their ideas,
identify trends and patterns and to document and use evidence to justify
conclusions. The evaluating stage allows children to link their findings to
background knowledge and to reflect on their experiences. Lastly, the
communicating phase presents an opportunity for children to discuss their
ideas and experiences with each other, thus enabling and constructivist
approach to building new understandings. It is evident, then, that the
inquiry model for teaching science is highly effective in imparting varied
scientific understandings thus if a science investigation provides the
foundation for a science unit, it is likely to be a successful and effective
endeavour.
There are many benefits of teaching science through inquiry. The inquiry
approach in science engages with all levels of Blooms Taxonomy
(Churchill et al., 2013) with an emphasis on high order thinking skills
(Kruse, 2009). The stages of the investigation process allow for children to
reflect upon their own planning and to use reasoning skills to explain
observations and experiences. Through regular exposure to science,
children can develop complex and high level cognitive skills with the
ability to link experiences together to generate new ideas and
explanations. The 5E model proposed in the Primary Connections teaching
and learning model (Science, 2005) also enables children to engage in
higher order thinking as they evaluate and analyse scientific experiences.
This model allows for investigations to occur in the explore and explain
phases, and thus is another suitable model for effective science teaching
and learning through inquiry.
In conclusion, teaching science in early childhood is important as it fosters
a positive attitude towards science, helps children develop deep
understandings of the world and gives children a suitable environment to
find answers to their questions of the world. The inquiry approach is an
effective way to teach science as it allows the child to build on prior
knowledge, reconstruct alternative conceptions and create new
understandings of the world through an engaging and meaningful, handson approach. References
Campbell, C., & Jobling, W. (2012). Science in Early Childhod. New

York, NY: Cambridge University Press.
Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Letts, W.,
Mackay, J., . . . Vick, M. (2013). Teaching: Making a difference
(2nd ed.). Milton, Qld: John Wiley & Sons Australia.
Edwards, C., Gandini, L., & Forman, G. (1993). The hundred
languages of children: The Reggio Emilia Approach to Early
Childhood Education. Westport CT: Ablex Publishing
Corporation.
Eshach, H., & Fried, M. N. (2005). Should science be taught in early
childhood? Journal of Science Education and Technology,
14(3), 315-336.
Kruse, D. (2009). Thinking strategies for the inquiry classroom.
Melbourne, Vic: Education Services Australia.
Lind, K. K. (1998). Science in Early Childhood: Developing and
Acquiring Fundamental Concepts and Skills.
Robison, J. (2008). Investigating approaches to inquiry based

science in primary classrooms. Retrieved from:
https://www.det.nsw.edu.au/media/downloads/detawscholar/sc
holarships/yr08/june/jrobison.doc
Science, A. A. o. (2005). Primary connections: Plants in action.
Canberra: Australian Academy of Scienc.
Wood, E. (2004). Developing a pedagogy of play. Early childhood
education: Society and culture, 19-30.
Worth, K., & Grollman, S. (2003). Worms, shadows and whirlpools:
Science in the early childhood classroom: ERIC.
Zimmerman, C. (2000). The development of scientific reasoning
skills. Developmental Review, 20(1), 99-149.

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The importance of an inquiry based science approach in early

development of scientific concepts, are then provided.

Builds on prior experiences and backgrounds,

Campbell, C., & Jobling, W. (2012). Science in Early Childhod. New

Robison, J. (2008). Investigating approaches to inquiry based

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