Child-led enquiry in primary science
Identifieur interne : 000040 ( Ncbi/Merge ); précédent : 000039; suivant : 000041Child-led enquiry in primary science
Auteurs : Lynda Dunlop ; Kirsty Compton ; Linda Clarke ; Valerie Mckelvey-MartinSource :
- Education 3–13 [ 0300-4279 ] ; 2013.
Abstract
This research describes and evaluates the application of a child-led approach to scientific enquiry (the Community of Scientific Enquiry, CoSE) to children aged 8–11 (Key Stage 2) in Northern Ireland. Primary teachers were introduced to CoSE at a workshop and asked to evaluate its implementation with their class. Results from children (
Url:
DOI: 10.1080/03004279.2013.822013
PubMed: 27152060
PubMed Central: 4851137
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<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Child-led enquiry in primary science</title><author><name sortKey="Dunlop, Lynda" sort="Dunlop, Lynda" uniqKey="Dunlop L" first="Lynda" last="Dunlop">Lynda Dunlop</name><affiliation><nlm:aff id="AF1"></nlm:aff></affiliation></author><author><name sortKey="Compton, Kirsty" sort="Compton, Kirsty" uniqKey="Compton K" first="Kirsty" last="Compton">Kirsty Compton</name><affiliation><nlm:aff id="AF2"></nlm:aff></affiliation></author><author><name sortKey="Clarke, Linda" sort="Clarke, Linda" uniqKey="Clarke L" first="Linda" last="Clarke">Linda Clarke</name><affiliation><nlm:aff id="AF3"></nlm:aff></affiliation></author><author><name sortKey="Mckelvey Martin, Valerie" sort="Mckelvey Martin, Valerie" uniqKey="Mckelvey Martin V" first="Valerie" last="Mckelvey-Martin">Valerie Mckelvey-Martin</name><affiliation><nlm:aff id="AF4"></nlm:aff></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">27152060</idno><idno type="pmc">4851137</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4851137</idno><idno type="RBID">PMC:4851137</idno><idno type="doi">10.1080/03004279.2013.822013</idno><date when="2013">2013</date><idno type="wicri:Area/Pmc/Corpus">000036</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Corpus" wicri:corpus="PMC">000036</idno><idno type="wicri:Area/Pmc/Curation">000036</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Curation">000036</idno><idno type="wicri:Area/Pmc/Checkpoint">000044</idno><idno type="wicri:explorRef" wicri:stream="Pmc" wicri:step="Checkpoint">000044</idno><idno type="wicri:Area/Ncbi/Merge">000040</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en" level="a" type="main">Child-led enquiry in primary science</title><author><name sortKey="Dunlop, Lynda" sort="Dunlop, Lynda" uniqKey="Dunlop L" first="Lynda" last="Dunlop">Lynda Dunlop</name><affiliation><nlm:aff id="AF1"></nlm:aff></affiliation></author><author><name sortKey="Compton, Kirsty" sort="Compton, Kirsty" uniqKey="Compton K" first="Kirsty" last="Compton">Kirsty Compton</name><affiliation><nlm:aff id="AF2"></nlm:aff></affiliation></author><author><name sortKey="Clarke, Linda" sort="Clarke, Linda" uniqKey="Clarke L" first="Linda" last="Clarke">Linda Clarke</name><affiliation><nlm:aff id="AF3"></nlm:aff></affiliation></author><author><name sortKey="Mckelvey Martin, Valerie" sort="Mckelvey Martin, Valerie" uniqKey="Mckelvey Martin V" first="Valerie" last="Mckelvey-Martin">Valerie Mckelvey-Martin</name><affiliation><nlm:aff id="AF4"></nlm:aff></affiliation></author></analytic><series><title level="j">Education 3–13</title><idno type="ISSN">0300-4279</idno><idno type="eISSN">1475-7575</idno><imprint><date when="2013">2013</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p>This research describes and evaluates the application of a child-led approach to scientific enquiry (the Community of Scientific Enquiry, CoSE) to children aged 8–11 (Key Stage 2) in Northern Ireland. Primary teachers were introduced to CoSE at a workshop and asked to evaluate its implementation with their class. Results from children (<italic>n</italic> = 364) and teachers (<italic>n</italic> = 19) found that CoSE engaged children with their science learning, and also developed confidence and oracy. However, teachers require more experience developing facilitation skills and in fitting science into a thematic teaching unit.</p></div></front><back><div1 type="bibliography"><listBibl><biblStruct></biblStruct><biblStruct><analytic><author><name sortKey="Bartley, C F F" uniqKey="Bartley C">C. F. F. Bartley</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Black, P" uniqKey="Black P">P. Black</name></author><author><name sortKey="Harlen, W" uniqKey="Harlen W">W. Harlen</name></author></analytic></biblStruct><biblStruct><analytic><author><name sortKey="Bohm, D" uniqKey="Bohm D">D. 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<front><journal-meta><journal-id journal-id-type="nlm-ta">Educ 3 13</journal-id><journal-id journal-id-type="iso-abbrev">Educ 3 13</journal-id><journal-id journal-id-type="archive">RETT</journal-id><journal-id journal-id-type="publisher-id">rett20</journal-id><journal-title-group><journal-title>Education 3–13</journal-title></journal-title-group><issn pub-type="ppub">0300-4279</issn><issn pub-type="epub">1475-7575</issn><publisher><publisher-name>Routledge</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="pmid">27152060</article-id><article-id pub-id-type="pmc">4851137</article-id><article-id pub-id-type="publisher-id">822013</article-id><article-id pub-id-type="doi">10.1080/03004279.2013.822013</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>Child-led enquiry in primary science</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Dunlop</surname><given-names>Lynda</given-names></name><xref ref-type="aff" rid="AF1"><sup>a</sup></xref><xref ref-type="corresp" rid="cor1"><sup>*</sup></xref></contrib><contrib contrib-type="author"><name><surname>Compton</surname><given-names>Kirsty</given-names></name><xref ref-type="aff" rid="AF2"><sup>b</sup></xref></contrib><contrib contrib-type="author"><name><surname>Clarke</surname><given-names>Linda</given-names></name><xref ref-type="aff" rid="AF3"><sup>c</sup></xref></contrib><contrib contrib-type="author"><name><surname>McKelvey-Martin</surname><given-names>Valerie</given-names></name><xref ref-type="aff" rid="AF4"><sup>d</sup></xref></contrib><aff id="AF1"><label><sup>a</sup></label><institution><named-content content-type="department">Faculty of Education</named-content>,<named-content content-type="institution-name">Liverpool Hope University</named-content></institution>,<named-content content-type="city">Liverpool</named-content>,<country>UK</country></aff><aff id="AF2"><label><sup>b</sup></label><institution><named-content content-type="department">School of Biomedical Sciences</named-content>,<named-content content-type="institution-name">University of Ulster</named-content></institution>,<named-content content-type="city">Coleraine</named-content>,<country>UK</country></aff><aff id="AF3"><label><sup>c</sup></label><institution><named-content content-type="department">School of Education</named-content>,<named-content content-type="institution-name">University of Ulster</named-content></institution>,<named-content content-type="city">Coleraine</named-content>,<country>UK</country></aff><aff id="AF4"><label><sup>d</sup></label><institution><named-content content-type="department">School of Pharmacy and Pharmaceutical Science</named-content>,<named-content content-type="institution-name">University of Ulster</named-content></institution>,<named-content content-type="city">Coleraine</named-content>,<country>UK</country></aff></contrib-group><author-notes><corresp id="cor1"><label>* </label>Corresponding author. Email: <email xlink:href="dunlopl@hope.ac.uk">dunlopl@hope.ac.uk</email></corresp></author-notes><pub-date pub-type="ppub"><day>3</day><month>9</month><year>2015</year><pmc-comment>string-date: October 2015</pmc-comment>
</pub-date><pub-date pub-type="epub"><day>1</day><month>8</month><year>2013</year></pub-date><volume>43</volume><issue>5</issue><fpage seq="2">462</fpage><lpage>481</lpage><history><date date-type="received"><day>11</day><month>5</month><year>2013</year></date><date date-type="accepted"><day>26</day><month>6</month><year>2013</year></date></history><permissions><copyright-statement>© 2013 The Author(s). Published by Routledge.</copyright-statement><copyright-year>2013</copyright-year><copyright-holder>The Author(s)</copyright-holder><license license-type="open-access" xlink:href="http://creativecommons.org/licenses/by/3.0"><license-p>This is an Open Access article distributed under the terms of the Creative Commons Attribution License (<ext-link ext-link-type="uri" xlink:href="http://creativecommons.org/licenses/by/3.0">http://creativecommons.org/licenses/by/3.0</ext-link>), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The moral rights of the named authors have been asserted.</license-p></license></permissions><self-uri content-type="pdf" xlink:type="simple" xlink:href="rett-43-462.pdf"></self-uri><abstract><p>This research describes and evaluates the application of a child-led approach to scientific enquiry (the Community of Scientific Enquiry, CoSE) to children aged 8–11 (Key Stage 2) in Northern Ireland. Primary teachers were introduced to CoSE at a workshop and asked to evaluate its implementation with their class. Results from children (<italic>n</italic> = 364) and teachers (<italic>n</italic> = 19) found that CoSE engaged children with their science learning, and also developed confidence and oracy. However, teachers require more experience developing facilitation skills and in fitting science into a thematic teaching unit.</p></abstract><kwd-group kwd-group-type="author"><title>Keywords</title><kwd>philosophy for children</kwd><kwd>science education</kwd><kwd>community of enquiry</kwd></kwd-group><funding-group><award-group><funding-source><named-content content-type="funder-name">AstraZeneca Science Teaching Trust</named-content></funding-source></award-group><award-group><funding-source><named-content content-type="funder-name">Wellcome Trust</named-content><named-content content-type="funder-identifier">10.13039/100004440</named-content></funding-source><award-id>WT081235MA</award-id></award-group></funding-group><counts><fig-count count="3"></fig-count><table-count count="4"></table-count><equation-count count="0"></equation-count><ref-count count="48"></ref-count><page-count count="20"></page-count></counts></article-meta></front></pmc><affiliations><list></list><tree><noCountry><name sortKey="Clarke, Linda" sort="Clarke, Linda" uniqKey="Clarke L" first="Linda" last="Clarke">Linda Clarke</name><name sortKey="Compton, Kirsty" sort="Compton, Kirsty" uniqKey="Compton K" first="Kirsty" last="Compton">Kirsty Compton</name><name sortKey="Dunlop, Lynda" sort="Dunlop, Lynda" uniqKey="Dunlop L" first="Lynda" last="Dunlop">Lynda Dunlop</name><name sortKey="Mckelvey Martin, Valerie" sort="Mckelvey Martin, Valerie" uniqKey="Mckelvey Martin V" first="Valerie" last="Mckelvey-Martin">Valerie Mckelvey-Martin</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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