Students are said to develop their thinking, hand and body skills better under the inquiry-based method of teaching (Akinoglu, 2008). According to Akinoglu, science projects develop the creative thinking skills of students (2008).
In teaching science to a primary class, it is important that teaching be done through small group works (Woods-McConney, Wosnitza, & Donetta, 2011). This makes the students more motivated to learn and participate actively in the activity.
Another important aspect of teaching science education to primary class students is to help students understand science by linking them to the needs of society (Eady, 2008). They should be made aware of the relevance of science in their daily lives.
Lastly, one concurs with McTigue and Slough that design of science texts used should enhance the interests of students to direct their attention to the essential information (2010). Furthermore, science texts should have graphical representations that can assist the students in understanding the science concept presented (McTigue & Slough, 2010).
One hopes to apply the philosophies stated above in teaching science to a primary class. These philosophies were based on several theories by science educators and which one deems effective in communicating scientific principles to children.
Gilbert, A. (2009). Utilizing science philosophy statements to facilitate K-3 teacher candidates’ development of inquiry-based science practice. Early Childhood Educational Journal , 36 (5), 431-438.
Woods-McConney, A., Wosnitza, M., & Donetta, K. (2011, September 1). Keep it positive: Using student goals and appraisals to inform small group work in science. Teaching Science: The Journal of the Australian Science Teachers Association ,