Primary school students' experiences of science learning content and support provided during guided inquiry-based science fieldwork
DOI:
https://doi.org/10.31129/LUMAT.13.1.2612Keywords:
guided inquiry-based science fieldwork, science learning contents, students' supportAbstract
Inquiry-based science fieldwork (IBSF) is a widely recognised educational approach that fosters active student engagement and deeper conceptual understanding. However, implementing IBSF in primary science education can present challenges, particularly related to complex learning content and the need for teacher and peer support. These challenges also offer opportunities for pedagogical innovation. This study employed a qualitative case study design to explore which science learning contents primary students found most challenging during IBSF and to examine their experiences of teacher and peer support throughout the process. Twenty students, aged 12 to 14, from two primary schools in Namibia were purposefully selected to participate in a four-week intervention based on the Namibian INSHE curriculum. The intervention comprised 2,400 minutes of instruction across three science topics: plants, animal variation, and ecosystems. Semi-structured post-interviews were conducted, and the data were analysed using thematic and data-driven content analysis. Findings indicate that students encountered the most difficulty with the ecosystem topic due to its complexity. Some also struggled with plant-related content, especially identifying plant names and features, which was linked to gaps in prior knowledge and misconceptions. In contrast, the animal content was not seen as challenging, as students found it more familiar and relatable. Students highlighted the importance of teacher support in group management, maintaining a positive learning environment, and promoting cognitive engagement. Peer support—through emotional encouragement, informational assistance, and feedback—played a key role in fostering collaboration and facilitating meaningful exploration during IBSF. This study contributes to ongoing discussions about integrating IBSF in primary education and underscores the importance of structured support in enhancing science learning outcomes.
References
Alabdulkareem, S. A. (2017). Saudi Science Teachers’ Perceptions of Implementing Inquiry in Science Class. Journal of Education and Training Studies, 5(12), 67. https://doi.org/10.11114/jets.v5i12.2741
Amos, R., & Reiss, M. (2012). The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK. International Journal of Science Education, 34(4), 485–511. https://doi.org/10.1080/09500693.2011.585476
Arnold, H., Felgentreff, C., Franz, M., & Higgs, B. (2023). The effects of interdisciplinarity and internationality of group compositions in student fieldwork. Journal of Geography in Higher Education, 47(3), 451–466. https://doi.org/10.1080/03098265.2022.2119474
Asilevi, M. N., Kärkkäinen, S., Sormunen, K., & Havu-Nuutinen, S. (2023). A Comparison of Science Learning Skills in the Teacher-centered Approach and Inquiry-based Science Fieldwork: Primary School Students’ Perceptions. International Journal of Education in Mathematics, Science and Technology, 12(1), 1–19. https://doi.org/10.46328/ijemst.3146
Assaraf, O. B., & Orion, N. (2009). A Design Based Research of an Earth Systems Based. Science, 5(1), 47–62.
Aydin, H., & Tonbuloğlu, B. (2014). Graduate students perceptions’ on multicultural education: A qualitative case study. Eurasian Journal of Educational Research, 57, 29–50. https://doi.org/10.14689/ejer.2014.57.3
Ayotte-Beaudet, J. P., Chastenay, P., Beaudry, M. C., L’Heureux, K., Giamellaro, M., Smith, J., Desjarlais, E., & Paquette, A. (2023). Exploring the impacts of contextualised outdoor science education on learning: the case of primary school students learning about ecosystem relationships. Journal of Biological Education, 57(2), 277–294. https://doi.org/10.1080/00219266.2021.1909634
Bacon, K. L. (2023). Investigating student experiences of botanical field work using a semi-immersive virtual botanical fieldtrip. Journal of Biological Education, 58(5), 1551–1590. https://doi.org/10.1080/00219266.2023.2192733
Barker, S., & Slingsby, D. (2002). Based on discussions from a focus group meeting Teaching biology outside the classroom Is it heading for extinction? May.
Bevan, B. (2017). The promise and the promises of Making in science education. Studies in Science Education, 53(1), 75–103. https://doi.org/10.1080/03057267.2016.1275380
Binta Islam, S., Valles, D., Hibbitts, T. J., Ryberg, W. A., Walkup, D. K., & Forstner, M. R. J. (2023). Animal Species Recognition with Deep Convolutional Neural Networks from Ecological Camera Trap Images. Animals, 13(9), 1–24. https://doi.org/10.3390/ani13091526
Blotenberg, I., Boekholt, M., Michalowsky, B., Platen, M., Rodriguez, F. S., Teipel, S., Hoffmann, W., & Thyrian, J. R. (2024). What influences life expectancy in people with dementia? Social support as an emerging protective factor. Age and Ageing, 53(3), 1–8. https://doi.org/10.1093/ageing/afae044
Boyle, A., Maguire, S., Martin, A., Milsom, C., Nash, R., Rawlinson, S., Turner, A., Wurthmann, S., & Conchie, S. (2007). Fieldwork is good: The student perception and the affective domain. Journal of Geography in Higher Education, 31(2), 299–317. https://doi.org/10.1080/03098260601063628
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chata, C., Kangumu, B., & Abah, J. (2019). The Attitude of Grade 12 Learners towards Schoolwork in the Zambezi Region, Namibia. Creative Education, 10(03), 570–582. https://doi.org/10.4236/ce.2019.103041
Chyleńska, Z. A., & Rybska, E. (2018). Understanding students ideas about animal classification. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2145–2155. https://doi.org/10.29333/ejmste/86612
de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let’s talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review, 39(November 2022), 100536. https://doi.org/10.1016/j.edurev.2023.100536
Dorfner, T., Förtsch, C., & Neuhaus, B. J. (2018). Effects of three basic dimensions of instructional quality on students’ situational interest in sixth-grade biology instruction. Learning and Instruction, 56(September 2017), 42–53. https://doi.org/10.1016/j.learninstruc.2018.03.001
Eva, N. (2024). Peer Support Perception Scale for gifted students: a scale development study. Journal of Gifted Education and Creativity, 11(1), 1–11. https://doi.org/10.5281/zenodo.10577020
Ferns, S., & Moore, K. (2012). Assessing student outcomes in fieldwork placements: An overview of current practice. Asia-Pacific Journal of Cooperative Education, 13(4), 207–224.
Finnish National Board on Research Integrity. (2019). Ihmiseen kohdistuvan tutkimuksen eettiset periaatteet ja ihmistieteiden eettinen ennakkoarviointi Suomessa. Tutkimuseettisen Neuvottelukunnan Ohje 2019, 1–73. https://www.tenk.fi/sites/tenk.fi/files/Ihmistieteiden_eettisen_ennakkoarvioinnin_ohje_2019.pdf
Fokides, E., Atsikpasi, P., & Karageorgou, D. (2020). Tablets, Plants, and Primary School Students: A Study. Technology, Knowledge and Learning, 25(3), 621–649. https://doi.org/10.1007/s10758-020-09445-7
Förtsch, C., Werner, S., von Kotzebue, L., & Neuhaus, B. J. (2016). Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement. International Journal of Science Education, 38(17), 2642–2666. https://doi.org/10.1080/09500693.2016.1257170
Hanaysha, J. R., Shriedeh, F. B., & In’airat, M. (2023). Impact of classroom environment, teacher competency, information and communication technology resources, and university facilities on student engagement and academic performance. International Journal of Information Management Data Insights, 3(2), 100188. https://doi.org/10.1016/j.jjimei.2023.100188
Hanson, W. E., Plano Clark, V. L., Petska, K. S., Creswell, J. W., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. Journal of Counseling Psychology, 52(2), 224–235. https://doi.org/10.1037/0022-0167.52.2.224
Harlen, W. (2013). Inquiry-based learning in science and mathematics. Review of science, mathematics and ICT education. Review of Science, Mathematics and ICT Education, 7, 9–33.
Hokayem, H., & Gotwals, A. W. (2016). Early elementary students’ understanding of complex ecosystems: A learning progression approach. Journal of Research in Science Teaching, 53(10), 1524–1545. https://doi.org/10.1002/tea.21336
Hokayem, H., Ma, J., & Jin, H. (2015). A Learning Progression for Feedback Loop Reasoning at Lower Elementary Level. Journal of Biological Education, 49(3), 246–260. https://doi.org/10.1080/00219266.2014.943789
Hughes, J. (2009). An Instructional Model for Preparing Teachers for Fieldwork. International Journal of Teaching and Learning in Higher Education, 21(2), 252–257. http://libaccess.mcmaster.ca/login?url=http://search.proquest.com/docview/762477333?accountid=12347
Iskrenovic-Momcilovic, O. (2023). Contribution of using mobile application on botanical fieldwork in primary school. Interactive Learning Environments, 31(2), 1186–1198. https://doi.org/10.1080/10494820.2020.1826531
James, J. K., & Williams, T. (2017). School-based experiential outdoor education: A neglected necessity. Journal of Experiential Education, 40(1), 58–71. https://doi.org/10.1177/1053825916676190
Kamarudin, M. Z., & Mat Noor, M. S. A. (2024). To what extent do primary school children understand photosynthesis?: a study of children’s drawings with follow-up interviews. Education 3-13, 0(0), 1–16. https://doi.org/10.1080/03004279.2024.2385434
Kambeyo, L., & Csapó, B. (2019). Online Assessment of Scientific Reasoning Skills and Motivation to Learn Science among Grade 5 and 7 Students in Northern Namibia. Journal of Studies in Education, 9(4), 68. https://doi.org/10.5296/jse.v9i4.15598
Kang, J. (2022). Interrelationship Between Inquiry-Based Learning and Instructional Quality in Predicting Science Literacy. Research in Science Education, 52(1), 339–355. https://doi.org/10.1007/s11165-020-09946-6
Kervinen, A., Uitto, A., & Juuti, K. (2020). How fieldwork-oriented biology teachers establish formal outdoor education practices. Journal of Biological Education, 54(2), 115–128. https://doi.org/10.1080/00219266.2018.1546762
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854. https://doi.org/10.1080/0142159X.2020.1755030
Kotsis, K. T. (2024). Integrating Inquiry-Based Learning in the New Greek Primary Science Curriculum. 5(6).
Lawrence, O., Komba, S., Iwata, J., & Rwekaza, G. (2023). Evaluation of Co-operative Education and Training for Sustainable Agricultural Marketing Co-operative Societies in Ukerewe and Sengerema Districts, Tanzania (Issue June). https://doi.org/10.37759/ice01.2023.05
Luo, L., Yang, X., Zeng, X., Song, N., Zhou, L., Zhang, L., Yang, Y., & Yang, J. (2022). Evaluation of the validity of the physical exercise peer support questionnaire for college students. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.871306
Malecki, C. K., & Demaray, M. K. (2003). What Type of Support do they Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support. School Psychology Quarterly, 18(3), 231–252. https://doi.org/10.1521/scpq.18.3.231.22576
Mambrey, S., Schreiber, N., & Schmiemann, P. (2022). Young Students’ Reasoning About Ecosystems: the Role of Systems Thinking, Knowledge, Conceptions, and Representation. Research in Science Education, 52(1), 79–98. https://doi.org/10.1007/s11165-020-09917-x
Marek, E. A., & Parker, C. A. (2010). Safely Caring for Animals during Inquiry Investigations: Exploring Microecosystems. International Electronic Journal of Environmental Education, 1(1), 81–84.
Martín-Gámez, C., Acebal, M. del C., & Prieto, T. (2020). Developing the concept of ‘ecosystem’ through inquiry-based learning: a study of pre-service primary teachers. Journal of Biological Education, 54(2), 147–161. https://doi.org/10.1080/00219266.2018.1554596
Miao, R. E., & Cagle, N. L. (2020). The role of gender, race, and ethnicity in environmental identity development in undergraduate student narratives. Environmental Education Research, 26(2), 171–188. https://doi.org/10.1080/13504622.2020.1717449
Moeed, A. (2013). Science investigation that best supports student learning: Teachers understanding of science investigation. International Journal of Environmental and Science Education, 8(4), 537–559. https://doi.org/10.12973/ijese.2013.218a
Mostafaei, M., 1, A., Hosseinnezhad, H., & Candidate, P. D. (2020). The Development and Validation of Peer Support Questionnaire (PSQ). Journal of Teaching Language Skills (JTLS), 39(2), 67–109. https://doi.org/10.22099/jtls.2021.38853.2906
Orosz, G., Németh, V., Kovács, L., Somogyi, Z., & Korom, E. (2022). Guided inquiry-based learning in secondary-school chemistry classes: a case study. Chemistry Education Research and Practice, 24(1), 50–70. https://doi.org/10.1039/d2rp00110a
Parsley, K. M. (2020). Plant awareness disparity: A case for renaming plant blindness. Plants People Planet, 2(6), 598–601. https://doi.org/10.1002/ppp3.10153
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Phase, S. P., Science, N., & Syllabus, E. (2016). Republic of Namibia MINISTRY OF EDUCATION , ARTS AND CULTURE SENIOR PRIMARY PHASE NATURAL SCIENCE AND HEALTH EDUCATION SYLLABUS.
Praetorius, A. K., Pauli, C., Reusser, K., Rakoczy, K., & Klieme, E. (2014). One lesson is all you need? Stability of instructional quality across lessons. Learning and Instruction, 31, 2–12. https://doi.org/10.1016/j.learninstruc.2013.12.002
Qablan, A. (2024). and Enhancing Learning Active Learning : 31–41. https://doi.org/10.4018/979-8-3693-0880-6.ch003
Rahman, L. (2024). Vygotsky’s Zone of Proximal Development of Teaching and Learning in STEM Education. International Journal of Engineering Research & Technology, 13(8). https://www.ijert.org/vygotskys-zone-of-proximal-development-of-teaching-and-learning-in-stem-education
Randler, C., Osti, J., & Hummel, E. (2012). Decline in interest in biology among elementary school pupils during a generation. Eurasia Journal of Mathematics, Science and Technology Education, 8(3), 201–205. https://doi.org/10.12973/eurasia.2012.835a
Reid, J. W., & Gardner, G. E. (2020). Navigating tensions of research and teaching: Biology graduate students’ perceptions of the research–teaching nexus within ecological contexts. CBE Life Sciences Education, 19(3), 1–16. https://doi.org/10.1187/cbe.19-11-0218
Remmen, K. B., & Frøyland, M. (2015). Supporting student learning processes during preparation, fieldwork and follow-up work: Examples from upper secondary school in Norway. Nordic Studies in Science Education, 11(1), 118–134. https://doi.org/10.5617/nordina.908
Rezaei, A. (2018). Effective Groupwork Strategies: Faculty and Students’ Perspectives. Journal of Education and Learning, 7(5), 1. https://doi.org/10.5539/jel.v7n5p1
Rodríguez-Loinaz, G., & Palacios-Agundez, I. (2024). Teaching ecosystem services: a pathway to improve students’ argumentation in favour of nature conservation and sustainable development? Journal of Biological Education, 58(1), 29–50. https://doi.org/10.1080/00219266.2021.2017322
Sanders, D. L., Ryken, A. E., & Stewart, K. (2018). Navigating nature, culture and education in contemporary botanic gardens. Environmental Education Research, 24(8), 1077–1084. https://doi.org/10.1080/13504622.2018.1477122
Schussler, E. E., & Olzak, L. A. (2008). It’s not easy being green: Student recall of plant and animal images. Journal of Biological Education, 42(3), 112–119. https://doi.org/10.1080/00219266.2008.9656123
Scott, G. W., Goulder, R., Wheeler, P., Scott, L. J., Tobin, M. L., & Marsham, S. (2012). The Value of Fieldwork in Life and Environmental Sciences in the Context of Higher Education: A Case Study in Learning About Biodiversity. Journal of Science Education and Technology, 21(1), 11–21. https://doi.org/10.1007/s10956-010-9276-x
Shivolo, T. (2024). The paradigm shift in science education: Namibian science teachers’ perceptions and experiences with inquiry-based instruction. Journal of Mathematics and Science Teacher, 4(3), em069. https://doi.org/10.29333/mathsciteacher/14792
Shivolo, T., & Omari Mokiwa, H. (2024). Inquiry-Based Science Education: Perspectives from Namibian Teachers. International Journal of Research in STEM Education, 6(1), 97–112. https://doi.org/10.33830/ijrse.v6i1.1635
Sjølie, E., Strømme, A., & Boks-Vlemmix, J. (2021). Team-skills training and real-time facilitation as a means for developing student teachers’ learning of collaboration. Teaching and Teacher Education, 107, 103477. https://doi.org/10.1016/j.tate.2021.103477
Skarstein, T. H., & Skarstein, F. (2020). Curious children and knowledgeable adults–early childhood student-teachers’ species identification skills and their views on the importance of species knowledge. International Journal of Science Education, 42(2), 310–328. https://doi.org/10.1080/09500693.2019.1710782
Soysal, Y. (2024). Science Teachers’ Challenging Questions for Encouraging Students to Think and Speak in Novel Ways. In Science and Education (Vol. 33, Issue 4). Springer Netherlands. https://doi.org/10.1007/s11191-022-00411-6
Speldewinde, C., & Campbell, C. (2024). Bush kinders: Building young children’s relationships with the environment. Australian Journal of Environmental Education, 40(1), 7–21. https://doi.org/10.1017/aee.2023.36
Stagg, B. C. (2020). Meeting Linnaeus: improving comprehension of biological classification and attitudes to plants using drama in primary science education. Research in Science and Technological Education, 38(3), 253–271. https://doi.org/10.1080/02635143.2019.1605347
Stagg, B. C., & Dillon, J. (2023). Plants, education and sustainability: rethinking the teaching of botany in school science. Journal of Biological Education, 57(5), 941–943. https://doi.org/10.1080/00219266.2023.2264617
Streule, M. J., & Craig, L. E. (2016). Social learning theories-an important design consideration for geoscience fieldwork. Journal of Geoscience Education, 64(2), 101–107. https://doi.org/10.5408/15-119.1
Thakur, N., & Shah, D. (2021). Interventional Study Designs. Indian Pediatrics, 58(12), 1171–1181. https://doi.org/10.1007/s13312-021-2401-5
Thiese, M. S. (2014). Observational and interventional study design types; an overview. Biochemia Medica, 24(2), 199–210. https://doi.org/10.11613/BM.2014.022
van Dijk-Wesselius, J. E., van den Berg, A. E., Maas, J., & Hovinga, D. (2020). Green Schoolyards as Outdoor Learning Environments: Barriers and Solutions as Experienced by Primary School Teachers. Frontiers in Psychology, 10(January), 1–16. https://doi.org/10.3389/fpsyg.2019.02919
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Mirjam Asilevi, Sirpa Kärkkäinen, Jingoo Kang, Kari Sormunen, Sari Havu-Nuutinen
This work is licensed under a Creative Commons Attribution 4.0 International License.
