In inquiry-based learning, students actively participate in the construction of knowledge, as they develop an understanding of scientific phenomena through planning and conducting fair tests. Inquiry-based learning allows for the formulation of research questions and the search for answers.
This master's thesis examines the integration of inquiry-based learning in the topic of electricity in the 4th grade of primary school. Students encounter the topic of electricity in the subject Science and Technology, where they learn about electric force as a non-contact force, demonstrate that some materials conduct electric current while others do not, assemble a simple electric circuit, and explain the role of individual components and the importance of a switch in an electric circuit. They learn about the use of electricity, causes of accidents involving electrical devices, and ways to protect health and life from electrical hazards. Science classes emphasize scientific inquiry, data interpretation, and evidence-based reasoning, all of which contribute to the development of students’ scientific literacy.
The empirical part of the thesis investigated how inquiry-based learning affects the advancement of knowledge about electricity, how it influences the development of research planning skills in 4th-grade students, and whether students’ interest in science changes after participating in inquiry-based learning. The research was conducted over eight school lessons with 12 students from the 4th grade of an urban primary school. Before the experimental activities, students completed a pre-knowledge test, participated in inquiry-based experimental classes, and then completed a post-knowledge test. Before and after the experimental part, they filled out a questionnaire about their interest in science, and at the end, they completed an evaluation questionnaire on inquiry-based learning.
The results of the research show that prior knowledge of electricity did not significantly influence students' interest in research, nor did their interest in the subject Science and Technology change. Most students improved their knowledge of electricity and their skills in planning, conducting, and evaluating research work after the research activities. Students' responses to the questionnaire on the evaluation of inquiry-based learning indicate that they found research interesting and that it inspired them to explore also at home. More than half of the students believe they made progress in planning experiments, preparing materials, and recording results. The master's thesis serves as support for teachers who wish to introduce elements of inquiry-based learning into lessons on the topic of electricity in the subject Science and Technology.
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