Inquiry and groups: student interactions in cooperative inquiry-based science

ABSTRACT

Science education research has recommended cooperative inquiry based science in the primary science context for more than two decades but after more than 20 years, student achievement in science has not substantially improved. This study, through direct observation and analysis, investigated content-related student interactions in an authentic inquiry based primary science class setting. Thirty-one upper primary students were videotaped working in cooperative inquiry based science activities. Cooperative talk and negotiation of the science content was analysed to identify any high-level group interactions. The data show that while all groups have incidences of high-level content-related group interactions, the frequency and duration of these interactions were limited. No specific pattern of preceding events was identified and no episodes of high-level content-related group interactions were immediately preceded by the teacher’s interactions with the groups. This in situ study demonstrated that even without any kind of scaffolding, specific skills in knowing how to implement cooperative inquiry based science, high-level content-related group interactions did occur very briefly. Support for teachers to develop their knowledge and skills in facilitating cooperative inquiry based science learning is warranted to ensure that high-level content-related group interactions and the associated conceptual learning are not left to chance in science classrooms.

KEYWORDS:

• Inquiry-based teaching
• cooperative learning
• higher order thinking

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on Contributors

Amanda Woods-McConney (Dr.) is Senior Lecturer in Science Education at Murdoch University’s School of Education. Amanda’s research centres on students’ engagement in science and science literacy. In addition, complementing her role as a science teacher educator, Amanda’s research spans the effective use of small group work in science, development of teachers’ efficacy in science, and primary students’ help-seeking in science.

Marold Wosnitza (Dr.) is Professor of Education at RWTH Aachen University. His research interests include cooperative learning, teacher motivation and emotions and resilience. He is head of several national and international research projects. Marold Wosntiza has published numerous journal articles, books and book chapters and has presented his research at national and international conferences. He is currently faculty dean of research and is heading three different research groups.

Keryn Sturrock is currently working on her Ph.D. in the School of Education at Murdoch University. Keryn’s current research focuses on teaching inquiry science in lower secondary school and patterns of post-compulsory science enrolments.