Teaching science through stories: mounting scientific enquiry

ABSTRACT

Early years science curriculum in England requires teachers to incorporate scientific enquiry in their classrooms. However, teachers perceive science teaching to be challenging because of their lack of subject knowledge. This paper aims to develop an understanding of science as an enquiry rich subject rather than a plethora of scientific knowledge. In this paper, I will present a model of Enquiry Based Learning (EBL) that can be introduced in early years teaching and learning practices. This presentation of the EBL model will then lead to a discussion on the benefits of using children’s stories to scaffold the process of scientific enquiry. Finally, I will present three example scenarios from the stories of Curious George, Charlie and the Chocolate Factory and The Wizard of Oz, to support early year practitioners to include scientific enquiry practices as an integral part of their day-to-day planning and delivery of lessons.

KEYWORDS:

• Scientific enquiry
• enquiry based learning
• children stories

Acknowledgements

I am thankful to Professor Mike Watts for introducing me to the learning benefits of teaching science using stories, along with the need for enquiry based learning in science lessons.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Saima Salehjee is a Lecturer at the University of Strathclyde. She is currently conducting research projects to enhance scientific enquiry skills among children and adults in the UK.

ORCID

Saima Salehjee http://orcid.org/0000-0001-8147-1856