1 Escola Superior de Educação João de Deus; MARE – Marine and Environmental Sciences Centre, Guia Marine Laboratory, Lisbon University (PORTUGAL)
2 Institute of Education, University of Lisbon (PORTUGAL)
About this paper:
Appears in: EDULEARN15 Proceedings
Publication year: 2015
Page: 4727 (abstract only)
ISBN: 978-84-606-8243-1
ISSN: 2340-1117
Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain
This study analyzed the impacts of inquiry based science activities based on real life questions about climate change effects in ocean ecosystems done in a research laboratory and in the classroom, with elementary students. The present study aims to enhance students’ integration of literacies through IBSE activities and to evaluate the impact of these activities on students learning, particularly on science concepts and investigation skills, and to access students and teachers perception on the activities.

A total of 93 students with 9 or 10 years old, from two elementary private schools, two classes per school and the four respective schoolteachers participated in this study. After a contextualizing session in the classroom, the students conducted three experimental activities in a research laboratory, related to three different effects of climate change on the oceans, and were invited to do an intervention task in the classroom, where they had to elaborate a proposal for public awareness of one of these three issues under consideration. Data was collected through the application of pre- and post-tests to students, observation of student activities, questionnaires, interviews and document analysis.

Results revealed a positive impact on students learning. The knowledge and scientific language used by students improved considerably.

Considering the various stages of the IBSL activities analyzed (questioning, predicting, planning, observing and register of data, conclusions and answers to application questions) all students were able to make predictions in each activity, and to easily observe and register data. Experimental planning was a more challenging activity and conclusions were difficult for students, as they also admitted in questionnaires. Application questions had percentages of correct answers between 45,2 and 67,7%, revealing that students could apply their knowledge to new situations. Both students and teachers enjoyed to be involved in the activity, particularly the visit to laboratory and to conduct the experiments there. Other important aspects mentioned by the students were team work, researching in the web and learning about this theme.
Integration of literacies, inquiry based science learning, climate change, outdoor activities, non-formal education, social scientific issues.