Going beyond textbooks: A study on seamless science inquiry in an upper primary class

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This paper reports an initial study on investigating inquiry-based learning in science in an upper primary class guided by an inquiry-based learning model in a seamless learning environment. Two questions are addressed: (1) how students advanced their domain knowledge?; and (2) how students developed their inquiry skills? One teacher and 27 Grade-four students from a local primary school were involved in the study. Six inquiry-based learning lessons focusing on a scientific “rustproofing” learning unit were conducted in a seamless learning environment, initiated in a digital classroom and extended to online discussions on a social network platform. Qualitative data were collected and analysed over two weeks. The results show ways that the students advanced their domain knowledge and developed their inquiry skills. Copyright © 2014 International Council for Educational Media.
Original languageEnglish
Pages (from-to)226-236
JournalEducational Media International
Volume51
Issue number3
Early online dateOct 2014
DOIs
Publication statusPublished - 2014

Fingerprint

Textbooks
textbook
Students
science
learning
learning environment
student
knowledge
primary school
social network
classroom
teacher

Citation

Song, Y., & Kong, S. C. (2014). Going beyond textbooks: A study on seamless science inquiry in an upper primary class. Educational Media International, 51(3), 226-236.

Keywords

  • Inquiry-based learning
  • Primary school education
  • Seamless learning environment