Small group inquiry science learning: Developing science thinking and science processes

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Over the years, primary science education has played the role of equipping learners with the knowledge, skills and attitudes for personal development to face the demands of the contemporary world, and to contribute towards a scientific and technological world (Curriculum Development Council, 2002; National Research Council, 1996; National Research Council, 2000). Now, in the 21st century, learning can no longer be satisfied by mere acquisition of knowledge and skills (Serret, 2006), and the recognition of learning to think is becoming increasingly important for learners in the field of education. In the area of science learning, it has long been agreed that understanding the scientific aspects of the world requires more than just knowledge - there is a need to provide opportunities for children to engage in science through the use of science processes and skills for ideas and explanation of things around them. However, Ogborn, Kress, Martins, and McGillicuddy (1996) cautioned that ideas and explanations are not there to be ‘discovered’ from hands-on activities. They arise from thinking and trying out ideas, and are ‘talked into existence’ with and by the children. Copyright © 2011 Sense Publishers.
Original languageEnglish
Title of host publicationScience education in international contexts
EditorsMay M. H. CHENG, Winnie W. M. SO
Place of PublicationRotterdam, The Netherlands
PublisherSense Publishers
Pages101-111
ISBN (Print)9789460914256, 9789460914270
DOIs
Publication statusPublished - 2011

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Citation

So, W. W. M. (2011). Small group inquiry science learning: Developing science thinking and science processes. In M. M. H. Cheng, & W. W. M. So (Eds.), Science education in international contexts (pp.101-111). Rotterdam, The Netherlands: Sense Publishers.