Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.
IntroductionInquiry-based science education (IBSE) is regarded as an inspiring way of learning science as it focuses on pupils' own interests and stimulates active learning by enabling pupils to conduct their own investigations (Braund & Driver, 2005;Murphy & Beggs, 2003;Rocard et al., 2007). Since addressing pupils' motivation and own interests positively influences their achievements (Tella, 2007), IBSE is viewed as an effective approach for learning scientific concepts and understanding the nature of science (NOS) in which the process of inquiry is key.The pedagogy of IBSE allows pupils to develop their conceptual understanding of scientific phenomena (Minner, Levy, & Century, 2010;Schroeder, Scott, Tolson, Huang, & Lee, 2007) and their inquiry skills, such as formulating a research question (Zion, Cohen, & © 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.CONTACT Martina S. J. van Uum m.vanuum@science.ru.nl Science Education Hub Radboud University, Nijmegen, the Netherlands INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 2016 VOL. 38, NO. 3, 450-469 http://dx.doi.org/10.1080/09500693.2016 Amir, 2007). Moreover, pupils learn about the way scientific knowledge is constructed (Khishfe & Abd-El-Khalick, 2002) and develop an image of the social practice of scientists (Mercer, Dawes, Wegerif, & Sams, 2004). IBSE has been suggested to positively affect learning outcomes of students by means of enabling open inquiries (Berg, ...