Inquiry-based learning: a framework for assessing science in the early years

ABSTRACT

This article draws on current literature leading to the development of a holistic framework to support practitioners in observation and assessment of childrens evolving inquiry skills. Evidence from the 2011 Trends in International Maths and Science Study (TIMSS) in England identifies a decline of year five student achievement in science. A further review of research suggests that learning dispositions towards science should be fostered at a young age when children are intrinsically curious about the world around them. This paper explores how young children engage in scientific inquiry through socialisation and active learning. This paper argues that there are further opportunities to record the scientific episodes of young children in their play within early years settings. An evaluation of various assessment methods and strategies has led to the development of a model and a supplementary tool to record the unique ways in which children demonstrate scientific inquiry skills. Together the model and tool form this Framework for Assessing Science in the Early Years (FASEY). FASEY documents the developing skills within scientific domains as well as socio cultural perspectives of learning.

KEYWORDS:

• Science
• early years
• assessment
• socio cultural
• inquiry
• play
• observation

Disclosure statement

No potential conflict of interest was reported by the authors.