Temperature Measurement—Inquiry-Based Learning Activities for Third Graders

Abstract

The article presents our Inquiry-Based Learning (IBL) activities in the project-based Science education of third graders (8–9-year-old pupils) in the Slovak Republic. Individual tasks of project assignment titled “Temperature Measurement” were conceived for “guided inquiry”. We also supported the IBL of pupils by interactive education strategy–Integrated e-Learning (INTe-L). The strategy was built on the role of interactive simulations and experimenting at the knowledge acquisition. The following INTe-L components were used: (a) on-site and remote experiments, (b) interactive simulations and (c) electronic study materials. The research was based the hypothesis that the project-based teaching of the topic “Temperature Measurement” using the IBL activities is significantly more efficient than traditional (instructivist) way of teaching. To verify the hypothesis, we carried out a pedagogical experiment on a sample of 60 respondents. The third graders were divided into two parallel groups: an experimental group (EG, 30 pupils) and control group (CG, 30 pupils). To get a relevant feedback, pre-test and post-test were developed and applied. The results attained in the EG were statistically processed, evaluated, and subsequently compared with those in the CG. The analysis of the results attained by the EG showed that their knowledge acquisition has been increased by 24% compared to CG. We have created a methodology for making simple scientific project assignments with the implementation of all components of the new integrated e-learning education strategy (real and real remote experiment, e-simulation, e-learning material). On a specific example of the topic “Temperature Measurement” in primary education, we have presented the possibility of using a “guided inquiry” in the implementation of individual experimental tasks. We have introduced a form of teamwork that allows to harmonize the teaching requirements with individual learning approach and helps to prepare pupils for planned work and independent knowledge acquisition and problem solving. The study has shown that complex IBL activities can be successfully applied at primary school 3rd grade level already. Our form of education with the wider use of modern information and communication technologies (ICT) was attractive for the learners and helped them to develop interdisciplinary relationships. The integrated e-learning has helped third grades to develop a deeper conceptual understanding of temperature and allowed them to prepare presentations to demonstrate their conceptual knowledge. The approach allowed pupils to gain key competencies in Science (discussion and presentation of results). It has also increased the pupils’ interest in Science in general and helped them to understand links between different subjects.

Thermal Concepts and Phenomena in Early Chidhood Science Education: A Literature Review

“…For example, expressions such as 'you have to wait' were interpreted as indicating an understanding that temperature changes are not instantaneous but take some time. Gerhátová et al (2021) studied the understanding of the temperature measurement process by 8 to 9-years-old students participated in a learning program with inquiry-based learning activities. This is carried out through a process of group and individual 'guided research' using on-site and remote experiments, as well as electronic study materials.…”

A Prediction Model for Remote Lab Courses Designed upon the Principles of Education for Sustainable Development

“…Remote labs could be deemed experiments that are carried out and controlled through the Internet [8]. Remote labs aid educational institutions in covering the need for space, instrumentation, and human support [6]. Remote labs could be used by many students [9].…”

“…Remote experiments should also achieve the previously mentioned goals. Another study emphasizes experiments, underlining that they are part of an active learner-centered approach, implementing inquiry-based learning with a focus on critical thinking and problem-solving [6]. Remote experiments should also answer the same purpose.…”

Research Trends and Development Perspectives in Early Childhood Science Education: An Overview

“…For instance, research carried out by Gerhátová et al [34] engages with the understanding of the process of temperature measuring by 8-9 year-old students, using a curriculum of Inquiry-Based Learning activities. This is carried out through a process of group and individual "guided inquiry" using on-site and remote experiments as well as electronic study materials.…”