EDU431 METHODS OF TEACHING MATHEMATICS AND

SCIENCE IN THE PRIMARY/JUNIOR GRADES

Required Reading K: Analysis and Reflection.
Title:
Creating a Love for Science for Elementary Students through Inquiry-based Learning
CITATION: 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.
ABSTRACT:

ANALYSIS/REFLECTION:

Educators know that science, technology,

engineering, and math (STEM) education
is crucial for student success in the 21st
century. Interest in these areas begins in
elementary school and elementary
teachers need to be aware of strategies
that promote this learning. This paper
will explore inquiry-based instructional
strategies as a method for generating
student interest in science. Inquiry is a
process that students use to resolve
uncertainty. Grounded in the work of
John Dewey, inquiry requires a person to
use reflective and critical thinking skills.
Inquiry-based instruction is student
centered and the teacher is viewed as the
facilitator of knowledge and learning.
The paper will focus on two inquirybased instructional strategies: The 5E
model and Concept attainment. The 5E
model uses five phases: engage, explore,
explain, elaborate, and evaluate. The
concept attainment model is appropriate
for teaching concepts that have a clear set
of attributes. This strategy uses a process
that allows students to create their own
definitions and understanding.

Science is the pursuit of knowledge. Without the

curiosity and drive needed to explore this field of
study, the world would not be where it is today.
With the rise of the 21st century, careers are now
requiring more technical skills than ever before.
Instilling a love for science in students requires
sparking their interest, capturing their attention,
and encouraging both inquiry and critical
thinking. When students are given the opportunity
to make their own discoveries, this gives them a
new sense of involvement that is likely to continue
their participation and engagement. This involves
applying a constructivist approach where the
teacher is a facilitator of knowledge and the
students are actively learning and creating their
own understanding of the world. I believe that one
of the best ways to do this is to allow students the
chance to connect the learning material to their
past experiences (or schema). This lets them make
their learning relevant to themselves by giving it
purpose. If students do not see a purpose in what
they are doing, many of them will lose interest,
and will therefore miss out on the enjoyment they
could otherwise be gaining. When implemented
appropriately by the teacher, then students will
want to ask questions instead of feeling like they
are being forced to learn. It is very important that
students are immersed within the learning process
instead of sitting back and letting the teacher do
all the work. Passive learning does not let students
get the most out of their experiences in the
classroom. Even though the students are taking on
a large role, it is ultimately the responsibility of
the teacher to make sure they create an
environment where the students can explore, ask
questions, and establish an inquiry-based approach
so they can develop a sense of enthusiasm for the
field of science.