In it together: the primary science pedagogy dichotomy (Rogers and Hoath)

By Ben Rogers, Leigh Hoath

Issue 170 | Page 24 | Published Nov 2021

Download Resource
Login to see content The following document is not available for your current membership, please sign up here

Description

Ben Rogers and Leigh Hoath consider the extremes of enquiry and direct instruction with a view to providing high-quality science for primary pupils.

Enquiry-based learning
direct instruction

More from this issue

You can do virtually anything if you need to (Tyler)

Paul Tyler highlights some of the ways in which virtual learning can take place and how he maintained 'visitors' and 'visits' throughout the...

Journal Article

It is all about adaptation: surviving in a changing environment (Price)

Rebecca Price tells how she adapted her science teaching during the COVID-19 pandemic to survive the new environment.

Journal Article

Reviews (open access)

Journal Article
Show more

Related content

Revisiting enquiry for what it offers science learning – continuing the debate with Sally Howard and Ben Rogers

It was felt that one hour for this lively debate at the ASE Annual Conference in January just wasn't enough, so this article expands on the...

Journal Article
Login to see content The following document is not available for your current membership, please sign up here

What if inquiry-based learning doesn't work?

Ben Rogers explains why inquiry-based learning may be problematic and recommends direct teacher instruction – at least at first.
Journal Article
Login to see content The following document is not available for your current membership, please sign up here