1. Enquiry-based science teaching

2. Key issue addressed by the study  This study explored –the effectiveness of enquiry in supporting the teaching of science to 12 to 13-year-olds –the link between small-scale enquiry and positive impacts on learning environment

3. How enquiry helped children’s learning  The study found that students who carried out enquiries –improved achievement levels –experienced closer cohesion with other students  Boys tended to enjoy enquiry-based learning more than girls

4. Aims of enquiry-based teaching  The aims of enquiry-based teaching were –to encourage student cohesion and closer cooperation between students –to enhance engagement and task orientation –to improve the achievement of some students

5. Exploring a wider range of resources  Children from enquiry oriented classes explored more materials, which was linked with –in-depth discussion of science concepts –greater content knowledge about science

6. Using resources effectively  In a laboratory experiment students from enquiry classes tried to produce static electricity with objects around the room (clothing, walls, floor tiles)  Students from non-enquiry classes simply tested the materials listed in the instructions

7. Girls’ attitudes to enquiry  Girls tended to dislike enquiry-based teaching because they –perceived the learning environment as less supportive –felt concerned about carrying out the correct experiments in the instructions –developed confidence in enquiry-based teaching more slowly than boys

8. Boys’ attitudes to enquiry  Boys liked enquiry-based teaching because they –felt enthusiastic about carrying out their own experiments –had the opportunity to attempt potentially dangerous explorations (climbing on tables to reach ceiling tiles)

9. What is enquiry-based teaching?  The researchers used enquiry-based teaching which focused on –using exploration, reflection and dialogue –using the teacher as a facilitator who could guide students by drawing their attention to contextual examples –encouraging pupils to develop their own ideas

10. Who were the children in this study?  165 students (8 classes) taught by 2 teachers  Half the classes taught using enquiry-based approach and half acted as a comparison group

11. Setting up enquiry lessons  Students in four enquiry classes were given a set of materials and a challenge, and asked to design experiments, decide on appropriate data and how to present this  Students in four non-enquiry classes were given instructions and data tables to fill in

12. How was the information gathered?  All students responded to questionnaires  20 students participated in interviews after the intervention  All students took part in content tests before and after the intervention, in order to assess achievement levels

13. How can teachers use the evidence in this study?  The researchers suggested that girls often lacked confidence in devising and conducting their own experiments  How could you support them when using enquiry-based learning in your classroom?  You could ask a group of more confident girls to carry out an enquiry into the circumstances in which enquiry is least worrying to girls

14. How can school leaders use the evidence in this study?  The study found that enquiry-based teaching could have a positive impact on students’ attitudes and achievement in science and other subjects  Which areas in your school might benefit from enquiry-based learning? Who might help to diffuse such practices?  You could focus on enquiry-based learning during lesson observations to help raise your colleagues’ awareness of its potential

15. Follow-up reading  Study reference: Wolf, S. & Fraser, B. (2008) The impact of enquiry-based science teaching on students’ achievement. Research OM science education, 38 (3), pp.321-341.  Summary available at: www.standards.dfes.gov.uk/research/themes/thinkingskil ls/enquirybased/ www.standards.dfes.gov.uk/research/themes/thinkingskil ls/enquirybased/ www.standards.dfes.gov.uk/research/themes/thinkingskil ls/enquirybased/

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