SUMMARY OF EFFECTIVE TEACHING STRATEGIES

For science to be effectively taught in primary school, the teacher needs to

use effective teaching strategies that will gain students attention (Skamp,

2011). Science needs to be taught to students in a way that engages them,

promotes and develops scientific literacy, and encourages them to further

pursue the study of science (Walan, Nilsson, & Ewen, 2017). To find effective

teaching strategies, the way students learn needs to be considered (Skamp,

2011). Students learn more effectively and are more engaged in activities that

are student centred and investigation focused (Skamp, 2011). This summary

will critically evaluate two teaching strategies that have been developed by the

way students learn; cooperative learning and inquiry-based teaching strategy.

Cooperative learning enhances the learning of science (Thurston, Topping,

Tolmie, & Christie, 2010). Cooperative learning involves students sharing the

work load to solve a problem with each student making an individual

contribution (Mehta & Kulshrestha, 2014). Working in a group collaboratively

each student is responsible for their own learning as well helping their peers

learn (Mehta & Kulshrestha, 2014). Group activities have been shown to

increase students conceptual knowledge in science (Song, 2018). Research

shows that using collaborative group work has a positive effect on student

academic and social outcomes (Baines, Blatchford, & Chowne, 2007). Group

work provides students with an opportunity to understand and process science

information in greater depth and increasing student motivation in learning

science (Baines et al., 2007). Collaboration is a critical skill that can be

developed through science, preparing students to live in the twenty-first

century (Song, 2018). Cooperative learning strategy teaches students to

SUMMARY OF EFFECTIVE TEACHING STRATEGIES

develop many skills specifically skills to communicate effectively through

listening, explaining and sharing ideas (Thurston et al., 2010).

To effectively use cooperative teaching strategy in a classroom, the teacher

must be well prepared and be confident to use group work activities in their

classroom (Baines et al., 2007). The teacher creates the groups of students

and must structure the learning plan and environment to aid in effective

science learning (Baines et al., 2007). Teachers sometimes struggle to use

this strategy in their classroom because of the issues that may arise with the

students (Baines et al., 2007). These issues include the teachers loss of

control, increased student disruptions and difficulty keeping students on task

in a group setting (Baines et al., 2007). Teachers need to develop appropriate

strategies to deal with these concerns such as implementing effective group

work rules in the classroom (Baines et al., 2007). Teachers who find it difficult

to change their teaching approach may need extra training to prepare them to

successfully use cooperative learning strategy in their science lesson

(Thurston et al., 2010).

Children learn and gain their understanding of the world around them by

asking questions (Byrne, Rietdijk, & Cheek, 2016). Inquiry based teaching

strategy focuses on the students ideas and understanding of science

developing through this scientific inquiry (Walan et al., 2017). As a result, it

stimulates students curiosity and creates an interest in the world of science

(Byrne et al., 2016). To effectively teach science in primary school, students

should not only develop and build on their conceptual understandings but also

have a desire to want to know more about science and the world (Walan et

2
SUMMARY OF EFFECTIVE TEACHING STRATEGIES

al., 2017). Inquiry based learning does this by providing a hands-on

experience which engages students, increasing their interest and enjoyment

of science (Walan & Mc Ewen, 2017). Students develop their own

understanding of science through open inquiry investigations (Walan et al.,

2017). The inquiry process used should be similar to the way scientists work

(Garbett, 2011) This helps students think scientifically and develop higher

order thinking skills (Byrne et al., 2016). The students are taught to be

independent learners, with the ability to work in groups, share their ideas,

question their ideas and other students ideas, and make conclusions based

on evidence (Byrne et al., 2016).

The teacher plays an important role of facilitating, supporting and supervising

the students (Walan et al., 2017). To effectively use inquiry-based teaching

strategy in a classroom the teacher must be confident, have the pedagogical

knowledge and curriculum knowledge (Byrne et al., 2016). This is important

when creating the inquiry based activities for students (Byrne et al., 2016).

These activities must provide meaning, be engaging and teach the students

about science (Walan et al., 2017). It is important that the teachers don’t just

use hands on experiences without emphasising what the students should

learn from the experience (Walan et al., 2017). Further training and education

should be undertaken by teachers so they can develop their confidence and

knowledge to successfully implement the inquiry based strategy in the

classroom (Byrne et al., 2016).

In conclusion the two effective teaching strategies discussed in this summary

were cooperative learning and inquiry based teaching strategies. Both

3
SUMMARY OF EFFECTIVE TEACHING STRATEGIES

strategies help build students science understanding through the way

students learn (Thurston et al., 2010; van Uum, Verhoeff, & Peeters, 2016) .

Research has shown that cooperative learning increases student academic

achievement and thus should be implemented in science lessons to not only

develop science knowledge but also develop collaborative skills which are life

skills (Thurston et al., 2010). Inquiry based learning builds students science

understanding through their own questioning and inquiring (van Uum et al.,

2016). Teachers play the role of guides in both strategies, guiding students

scientific learning. Research has shown that many teachers struggle using

these strategies in their classroom because of confidence, content knowledge

and group issues (Baines et al., 2007; Byrne et al., 2016). Through appropriate

preparation, coaching and training teachers can develop the confidence to use

these strategies in their classroom and effectively teach science in primary

school (Raviv, Cohen, & Aflalo, 2017).

4
SUMMARY OF EFFECTIVE TEACHING STRATEGIES

REFERENCES

Baines, E., Blatchford, P., & Chowne, A. (2007). Improving the Effectiveness of

Collaborative Group Work in Primary Schools: Effects on Science

Attainment. British Educational Research Journal, 33(5), 663-680.

Byrne, J., Rietdijk, W., & Cheek, S. (2016). Enquiry-based science in the infant

classroom: ‘letting go’. International Journal of Early Years Education,

24(2), 206-223. doi:10.1080/09669760.2015.1135105

Garbett, D. (2011). Constructivism deconstructed in science teacher education. The

Australian journal of teacher education, 36(6), 36-49.

Mehta, S., & Kulshrestha, A. K. (2014). Implementation of Cooperative Learning in

Science: A Developmental-cum-Experimental Study. Education Research

International, 2014, 7. doi:10.1155/2014/431542

Raviv, A., Cohen, S., & Aflalo, E. (2017). How Should Students Learn in the School

Science Laboratory? The Benefits of Cooperative Learning. Research in

Science Education. doi:10.1007/s11165-017-9618-2

Skamp, K. (2011). Teaching Primary Science Constructively. South Melbourne,

UNITED STATES: Cengage Learning Australia.

Song, Y. (2018). Improving primary students’ collaborative problem solving

competency in project-based science learning with productive failure

instructional design in a seamless learning environment. Educational

Technology Research and Development, 66(4), 979-1008.

doi:10.1007/s11423-018-9600-3

Thurston, A., Topping, K. J., Tolmie, A., & Christie, D. (2010). Cooperative

Learning in Science: Follow-up from primary to high school. International

5
SUMMARY OF EFFECTIVE TEACHING STRATEGIES

Journal of Science Education, 32(4), 501-522.

doi:10.1080/09500690902721673

van Uum, M. S. J., Verhoeff, R. P., & Peeters, M. (2016). Inquiry-based science

education: towards a pedagogical framework for primary school teachers.

International Journal of Science Education, 38(3), 450-469.

doi:10.1080/09500693.2016.1147660

Walan, S., & Mc Ewen, B. (2017). Primary Teachers’ Reflections on Inquiry- and

Context-Based Science Education. Research in Science Education, 47(2),

407-426. doi:10.1007/s11165-015-9507-5

Walan, S., Nilsson, P., & Ewen, B. M. (2017). Why Inquiry? Primary Teachers’

Objectives in Choosing Inquiry- and Context-Based Instructional Strategies

to Stimulate Students’ Science Learning. Research in Science Education,

47(5), 1055-1074. doi:10.1007/s11165-016-9540-z