Science Inquiry Skills and Education Essay

1509 Words7 Pages
The stages of scientific enquiry have been developed and refined over time, to add consistency of approach and structure to systematic investigation. These processes; stimulus, curiosity, enquiry, initial investigation/observation, initial perception, initial hypothesis, experimentation, observation and recording, drawing conclusions, evaluation of initial hypothesis, formation of new hypothesis and re-experimentation, are perceived as a sequential flow of enquiry. However, in reality they are less well defined, due to sub-sequences and adaptations necessary to accommodate changing requirements. The extent and depth attainable within the stages are governed by the capabilities of the individuals involved. If the procedure of scientific…show more content…
(Vygotsky, 1987:211) Bruner, amongst others, expanded this concept, by introducing ‘Scaffolding’; a framework whereby individuals provide additional stimulus, information, environment or resources to facilitate a learner until confident to pursue knowledge independently and support is withdrawn. Constructivism accommodates the limitations of younger children due to their lack of experiential knowledge and motor dexterity, by focusing on specific scientific enquiry skills which are within their capability, such as handling resources and using the senses to explore the properties of materials. Freezing and melting water to observe its different states is a practical example within the classroom. Stimulus and curiosity is achieved by encouraging interaction with water and freezing it in an engaging way; for example, filling a rubber glove before putting it into a freezer. This fulfils key criteria identified in The Framework for the Early Years Foundation Stage, (EYFS): • Investigate objects and materials by using all of their senses as appropriate • Find out about, and identify, some features of living things, objects • Look closely at similarities, differences, patterns and change • Ask questions about why things happen and how things work. (Statutory Framework for the EYFS (2008:14) Constructivist learning concepts are reinforced by Bruner’s approach of revisiting knowledge and layering
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