Skip to main content

Advertisement

SpringerLink
Log in

Proposing Questions for Scientific Inquiry and the Selection of Science Content in Initial Elementary Education Teacher Training

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

This article presents a qualitative study of the type and quality of questions formulated by prospective elementary teachers (PETs) when designing scientific inquiry activities, depending on the school science content selected. The data were acquired during teacher training instruction on these aspects with 67 participant PETs. The results showed that the PETs in general posit questions that are interesting, but not always conducive to starting some scientific inquiry in class. Within the set of high-order questions for inquiry (relating variables), it was found that those oriented to making predictions presented the most difficulties. The content the PETs selected to formulate questions covered a wide variety of topics or phenomena related to physics, chemistry, biology, and astronomy. The highest quality questions proposed in greater numbers were proposed in order to study Changes of State and Plants. Likewise, all the questions formulated about phenomena related to Flotation, Magnetism, and Gravity were of high order, while the poorest quality questions (not scientifically researchable) were related to the study of Machines. It was also found that the PETs frequently identified the variable with the object rather than with a property or magnitude. To conclude, some suggestions are made to improve teacher training with regard to inquiry-based science teaching and learning.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Notes

  1. Technological educational platform based on games and questions. The teacher can create questionnaires with images or videos that complement the academic content. The pupils compete in a playful way, using their mobile terminals, answering questions about the school content.

  2. One of the groups did not give in their report, so that the data analyzed were from the 24 PET groups that did deliver it.

  3. “Knuckle-walking” refers to the form of locomotion of modern chimpanzees and gorillas, as well as probably the ancestors of humans. When moving on the four limbs, the forward ones rest on the middle phalanges of the fingers 2 to 5 of the hand, keeping the thumb off the ground.

References

  • Avery, L. M., & Meyer, D. Z. (2012). Teaching science as science is practiced: Opportunities and limits for enhancing preservice elementary teachers’ self-efficacy for science and science teaching. School Science and Mathematics, 112(7), 395–409.

    Google Scholar 

  • Biggers, M. (2017). Questioning questions: elementary teacher’s adaptations of investigation questions across the inquiry continuum. Research in Science Education, 48, 1–28. https://doi.org/10.1007/s11165-016-9556-4.

    Article  Google Scholar 

  • BOE, Boletín Oficial del Estado Español. (2008). ORDEN ECI/3960/2007, de 19 de diciembre, por la que se establece el currículo y se regula la ordenación de la Educación Infantil.

  • Brenemanm, K. (2011). Assessment for preschool science learning and learning environments. Early Childhood Research & Practice, 13(1), 1–9.

    Google Scholar 

  • Brigido, M., Borrachero, A. B., Bermejo, M. L., & Mellado, V. (2013). Prospective primary teachers’ self-efficacy and emotions in science teaching. European Journal of Teacher Education, 36(2), 200–217.

    Google Scholar 

  • Cañal, P., Criado, A. M., García-Carmona, A., & Muñoz, G. (2013). La enseñanza relativa al medio en las aulas españolas de Educación Infantil y Primaria: concepciones didácticas y práctica docente (Science teaching in the Spanish elementary education classrooms: Didactic conceptions and teaching practice). Investigación en la Escuela, 81, 21–42.

  • Cantó, J., De Pro, A., & Solbes, J. (2016). ¿Qué ciencias se enseñan y cómo se hace en las aulas de educación infantil? La visión de los maestros en formación inicial (Which science is taught and in what manner in Early Childhood Education classes? The perception of teachers during initial training). Enseñanza de las Ciencias, 34(3), 25–50.

  • Chen, Y. C., & Steenhoek, J. (2014). Arguing like a scientist: engaging students in core scientific practices. American Biology Teacher, 76(4), 231–237.

    Google Scholar 

  • Criado, A. M., & García-Carmona, A. (2011). Las experiencias prácticas para el conocimiento del medio (natural y tecnológico) en la formación inicial de maestros (Practical work for understanding the natural and technological world in initial teacher education). Investigación en la Escuela, 74, 73–88.

  • Cruz-Guzmán, M., García-Carmona, A. & Criado, A. M. (2017a). Aprendiendo sobre los cambios de estado en Educación Infantil mediante secuencias de pregunta – predicción – comprobación experimental (Sequences of question-prediction-testing to learn about the states of matter in preschool education). Enseñanza de las Ciencias, 35(3), 175–193. https://doi.org/10.5565/rev/ensciencias.2336.

  • Cruz-Guzmán, M., García-Carmona, A. & Criado, A. M. (2017b). An analysis of the questions proposed by elementary pre-service teachers when designing experimental activities as inquiry. International Journal of Science Education, 39(13), 1755–1774.

    Google Scholar 

  • Cuccio-Schirripa, S., & Steiner, H. E. (2000). Enhancement and analysis of science question level for middle school students. Journal of Research in Science Teaching, 37, 210–224.

    Google Scholar 

  • Cutler, K., Bersani, C., Hutchins, P., Bowne, M., Lash, M., Kroeger, J., Brokmeier, S., Venhuizen, L., & Black, F. (2012). Laboratory schools as places of inquiry: a collaborative journey for two laboratory schools. Early Education and Development, 23(2), 242–258.

    Google Scholar 

  • Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (2006). Taking science to school: learning and teaching science in grades K-8. Washington, DC: National Academies Press.

    Google Scholar 

  • Eliasson, N., Karlsson, K. G., & Sørensen, H. (2017). The role of questions in the science classroom – how girls and boys respond to teachers’ questions. International Journal of Science Education, 39(4), 433–452.

    Google Scholar 

  • Eshach, H. (2006). Science literacy in primary schools and pre-schools. Dordrecht: Springer Verlag.

    Google Scholar 

  • Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14(3), 315–336.

    Google Scholar 

  • Forbes, C. T., Biggers, M., & Zangori, L. (2013). Investigating essential characteristics of scientific practices in elementary science learning environments: the practices of science observation protocol (P-SOP). School Science and Mathematics, 113(4), 180–190.

    Google Scholar 

  • García-Carmona, A. (2017). Pre-service primary science teachers' abilities for solving a measurement problem through inquiry. International Journal of Science and Mathematics Education, 1–21. https://doi.org/10.1007/s10763-017-9858-7. 

  • García-Carmona, A. & Cruz-Guzmán, M. (2016). ¿Con qué vivencias, potencialidades y predisposiciones inician los futuros docentes de Educación Primaria su formación en la enseñanza de la ciencia? (What personal experiences, potentialities and predispositions do prospective primary teachers manifest when they start their training in science teaching?). Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 13(2), 440–458. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2016.v13.i2.15.

  • García-Carmona, A., Criado, A. M., & Cañal, P. (2014). Alfabetización científica en la etapa 3-6 años: Un análisis de la regulación estatal de enseñanzas mínimas (Scientific literacy at the 3-6 year old stage: an analysis of Spain’s national curriculum). Enseñanza de las Ciencias, 32(2), 131–149. https://doi.org/10.5565/rev/ensciencias.817.

  • García-Carmona, A., Criado, A. & Cruz-Guzmán, M. (2017). Primary pre-service teachers' skills in planning a guided scientific inquiry. Research in Science Education, 47(5), 989–1010.

  • García-Carmona, A., Criado, A. & Cruz-Guzmán, M. (2018). Prospective primary teachers’ prior experiences, conceptions, and pedagogical valuations of experimental activities in science education. International Journal of Science and Mathematics Education, 16(2), 237–253.

  • García-Carmona, A., Cruz-Guzmán, M. & Criado, A. M. (2014). ‘¿Qué hacías para aprobar los exámenes de ciencias, qué aprendiste y qué cambiarías?’ Preguntamos a futuros docentes de educación primaria (‘What did you do to pass the science exams, what did you learn and nowadays what would you change?’ We ask preservice primary teachers). Investigación en la Escuela, 84, 31–46.

  • Gillies, R. M., & Nichols, K. (2015). How to support primary teachers' implementation of inquiry: teachers’ reflections on teaching cooperative inquiry-based science. Research in Science Education, 45(2), 171–191.

    Google Scholar 

  • Goldston, M. J., Allison, E., Fowler, L., & Glaze, A. (2013). The dynamic earth: recycling naturally. Science and Children, 50(8), 38–45.

    Google Scholar 

  • Grandy, R., & Duschl, R. A. (2007). Reconsidering the character and role of inquiry in school science: analysis of a conference. Science & Education, 16(2), 141–166.

    Google Scholar 

  • Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25–41.

    Google Scholar 

  • Harlen, W. (2006). Teaching, learning and assessing science 5–12. London: Sage.

    Google Scholar 

  • Harlen, W. (2013). Assessment & inquiry-based science education: issues in policy and practice. Trieste: IAP.

    Google Scholar 

  • Harrison, L. J., Dunn, M., & Coombe, K. (2006). Making research relevant in preservice early childhood teacher education. Journal of Early Childhood Teacher Education, 27(3), 217–229.

    Google Scholar 

  • Hodson, D. (2014). Learning science, learning about science, doing science: different goals demand different learning methods. International Journal of Science Education, 36(15), 2534–2553.

    Google Scholar 

  • Hoffstein, A., Navon, O., Kipnis, M., & Namlok-Naaman, R. (2005). Developing student's ability to ask more and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in Science Teaching, 42(7), 791–806.

    Google Scholar 

  • Huang, X., Lederman, N. G., & Cai, C. (2017). Improving Chinese junior high school students’ ability to ask critical questions. Journal of Research in Science Teaching., 54(8), 963–987.

    Google Scholar 

  • Kamudu-Applasawmy, B., Naugah, J., & Maulloo, A. K. (2017). Empowering teachers to teach science in the early years in Mauritius. Early Child Development and Care, 187(2), 261–273.

    Google Scholar 

  • Kang, H. T., & Noh, S. G. (2017). The effect on elementary science education based on student’s pre-inquiry. Universal Journal of Educational Research, 5(9), 1510–1518.

    Google Scholar 

  • Kermani, H., & Aldemir, J. (2015). Preparing children for success: integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504–1527.

    Google Scholar 

  • Kohlhauf, L., Rutke, U., & Neuhaus, B. J. (2011). Influence of previous knowledge, language skills and domain-specific interest on observation competency. Journal of Science Education and Technology, 20, 667–678.

    Google Scholar 

  • Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: initial attempts by middle school students. Journal of the Learning Sciences, 7(3–4), 313–350.

    Google Scholar 

  • Küçükaydin, M. A., & Sagir, S. U. (2016). An investigation of primary school teachers’ PCK towards science subjects using an inquiry-based approach. International Electronic Journal of Elementary Education, 9(1), 87–108.

    Google Scholar 

  • Latorre, A. (2003). La investigación-acción. Conocer y cambiar la práctica educativa. Barcelona: Graó.

    Google Scholar 

  • Leuchter, M., Saalbach, H., & Hardy, I. (2014). Designing science learning in the first years of schooling. An intervention study with sequenced learning material on the topic of ‘floating and sinking’. International Journal of Science Education, 36(10), 1751–1771.

    Google Scholar 

  • Marulcu, I., & Barnett, M. (2016). Impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders’ content learning of simple machines. Research in Science & Technological Education, 34(1), 85–104.

    Google Scholar 

  • McLaughlin, C. A., & MacFadden, B. J. (2014). At the elbows of scientists: shaping science teachers' conceptions and enactment of inquiry-based instruction. Research in Science Education, 44(6), 927–947.

    Google Scholar 

  • McPherson, H. (2016). Materials science and the problem of garbage. Science Teacher, 83(8), 32–37.

    Google Scholar 

  • Mellado, V., Blanco, L. J. & Ruiz, C. (1998). A framework for learning to teach science in initial primary teacher education. Journal of Science Teacher Education, 9(3), 195–219.

  • Merino, J. M., & Herrero, F. (2007). Resolución de problemas experimentales de química: Una alternativa a las prácticas tradicionales (Experimental problem solving of chemistry: an option facing the tradicional practical works). Revista Electrónica de Enseñanza de las Ciencias, 6(3), 630–648.

  • Monteira, S. F., & Jiménez-Aleixandre, M. P. (2016). The practice of using evidence in kindergarten: the role of purposeful observation. Journal of Research in Science Teaching, 53(8), 1232–1258.

  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.

  • Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education and Development, 22(6), 970–988.

    Google Scholar 

  • Newman, W. J., Abell, S. K., Hubbard, P. D., McDonald, J., Otaala, J., & Martini, M. (2004). Dilemmas of teaching inquiry in elementary science methods. Journal of Science Teacher Education, 15(4), 257–279.

    Google Scholar 

  • Next Generation Science Standards [NGSS]. (2013). The next generation science standards: for states, by states. Washington, DC: National Academy of Sciences.

    Google Scholar 

  • Padilla, M. T. (2002). Técnicas e instrumentos para el diagnóstico y la evaluación educativa (Techniques and tools for diagnosis and educational evaluation). Madrid: CCS.

  • Preston, C. (2017). Lego car race. Teaching Science, 63(4), 4–9.

    Google Scholar 

  • Roca, M., Márquez, C., & Sanmartí, N. (2013). Las preguntas de los alumnos: Una propuesta de análisis (A proposal and analysis of students' questions). Enseñanza de las Ciencias, 31(1), 95–114.

  • Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walwerg-Henriksson, H., & Hemmo, V. (2007). Science education now: a renewed pedagogy for the future of Europe. Brussels: European Commission. Community Research.

    Google Scholar 

  • Sanmartí, N., & Márquez, C. (2012). Enseñar a plantear preguntas investigables (Teaching to ask researchable questions). Alambique, 70, 27–36.

  • Science Community Representing Education [SCORE]. (2013). Resourcing practical science in primary schools. London: SCORE.

    Google Scholar 

  • Solis, S. L., Curtis, K. N., & Hayes-Messinger, A. (2017). Children’s exploration of physical phenomena during object play. Journal of Research in Childhood Education, 31(1), 122–140.

    Google Scholar 

  • Spektor-Levy, O., Baruch, Y. K., & Mevarech, Z. (2013). Science and scientific curiosity in pre-school - the teacher’s point of view. International Journal of Science Education, 35(13), 2226–2253.

    Google Scholar 

  • Thullin, S., & Redfors, S. (2017). Student preschool teachers’ experiences of science and its role in preschool. Early Childhood Education Journal, 45, 509–520.

    Google Scholar 

  • Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying technology to inquiry-based learning in early childhood education. Early Childhood Education Journal, 37(5), 381–389.

    Google Scholar 

  • Weiss, I., Pasley, J., Smith, P., Banilower, E., & Heck, D. (2003). Looking inside the classroom: a study of K-12 mathematics and science education in the United States. Chapel Hill: Horizon Research.

    Google Scholar 

Download references

Funding

This study was supported by the Ministry of Economy, Industry and Competitiveness (Government of Spain) under grant EDU2017-82505-P.

Author information

Authors and Affiliations

  1. Departamento de Didáctica de las Ciencias Experimentales y Sociales, Facultad de Ciencias de la Educación, Universidad de Sevilla, Calle Pirotecnia S/N, 41013, Sevilla, Spain

    Marta Cruz-Guzmán, Antonio García-Carmona & Ana M. Criado

Authors
  1. Marta Cruz-Guzmán
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Antonio García-Carmona
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ana M. Criado
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Antonio García-Carmona.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Cruz-Guzmán, M., García-Carmona, A. & Criado, A.M. Proposing Questions for Scientific Inquiry and the Selection of Science Content in Initial Elementary Education Teacher Training. Res Sci Educ 50, 1689–1711 (2020). https://doi.org/10.1007/s11165-018-9749-0

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-018-9749-0

Keywords

Search

Navigation