Science is a significant learning area because it covers information

about the biological, physical and technological world (Rational, 2014).

Teachers can use multiple strategies to give their students the opportunity

to explore scientific processes. This summary will focus on three

strategies: inquiry (specifically questioning), group work and experiments.

These three particular strategies create an engaging environment in which

students are afforded the opportunities necessary to understand scientific

concepts and developments.

All the strategies that will be discussed fall under the constructivist

overview. The idea of the constructivist environment is to ensure that

students are able to learn from the teacher and their peers, but more

importantly, from their experiences (Bachtold, 2013).

The teaching strategy of inquiry-based learning is vital because it

can help clarify students’ understanding of scientific concepts (Walan, S.

& Mc Ewen, B. Res Sci Educ, 2017). Specifically, within the domain of

inquiry, the strategy to question will become a necessary tool for the

students. With questioning, this gives students a chance to discuss and

clarify with each other and to better understand how the world works

around them; further fostering their intellectual curiosity for the content

within the subject and how they can relate that to their own experiences,

even outside of the classroom (Nichols, Burgh, & Kennedy, 2017).

Scientific inquiry is beneficial for students because, depending on

what concepts and issues the teacher will explore with the class, it can

provide a context in which they can delve into deductive questioning; they
can learn how to ask the right questions and to develop the knowledge for

what kinds of questions they need to ask (Nichols, Burgh, & Kennedy,

2017). What’s crucial for students to be aware about questioning

specifically is that it is a technique employed by scientists (García-

Carmona, Criado, & Cruz-Guzmán, 2017). Questioning is a technique

they can build upon to advance their education beyond school and into

their everyday lives and careers.

Group work is one strategy that is applicable in all subject areas

and this includes science education. Group work for experimentation and

investigation is crucial for giving students plenty of hands-on experiences.

Collaborative group work allows the time for students to learn and share

experiences directly with each other (Kershner, Warwick, Mercer , &

Staarman, 2014). The content of science, and scientific language, is best

learned through interaction; first with the teacher as a guide of the

content, and then with students and during peer group work (Bachtold,

2013).

Group work can be a beneficial learning experience in which

students learn to collaborate with one another (Kershner, Warwick,

Mercer , & Staarman, 2014). Group work means students take on certain

roles and responsibilities to conduct tasks, examples include: observer,

manager, scribe, etcetera. Each role is unique in its function and as such,

students can find out exactly what they are best suited to. The use of

collaborative group work can even help teachers to discover how well

their students can manage each other and cooperatively work with one

another (Kershner, Warwick, Mercer , & Staarman, 2014).

 A criticism of collaborative group work is the amount of noise from

all the various competing voices (Kershner, Warwick, Mercer , &

Staarman, 2014). Many students may find it difficult to talk with one

another if they are competing for their ideas to be heard. However, if a

teacher manages the situation, the idea of many different opinions can be

beneficial to the idea of people listening, respecting their thoughts and

taking in others’ opinions and observations (Kershner, Warwick, Mercer ,

& Staarman, 2014).

Experiments are another strategy vital in the context of a science

lesson. The use of experiments is used in conjunction with scientific

inquiry. Students need to question and hypothesise, as well as explore

and evaluate different methods. Also, experiments allow for students to

enjoy the content through their hands-on engagement; as opposed to just

hearing about the theories verbally without the concrete evidence

(Murphy, Varley , & Veale, 2012).

The strategy of experiments is consistent with the philosophy of a

social constructivist environment, in which one’s knowledge is gained

through their experiences (Schreiber & Valle, 2013).

Experiments are crucial in a science lesson because it is part of a

practice in which students can undertake various procedures that in order

to discover something new that they hadn’t explored before (Murphy,

Varley , & Veale, 2012). Students also need to conduct experiments for

themselves so that they are aware of what kinds of methods and materials

to use depending on their circumstances.

 The three strategies discussed, scientific inquiry; group work and

experiments all have a crucial function to a student’s learning experience.

Each of the strategies encourage participation on part of the students

themselves. This is what is crucial to their experience; the opportunities

for students to actively engage with the content and with the learning

experience in science as a whole.

 References

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