Primary Four Students' Development of Research Skills through Inquiry-based Learning Projects

Abstract

Researchers like Harada, Yoshina, Donham, Bishop, Kuhlthau and Oberg have pointed out benefits for students to move from rote to inquiry learning. However, “the norm in many classrooms remains teaching practice that results in rote learning and regurgitated facts”. In Hong Kong, the government’s Education Bureau recently put inquiry-based learning as the first emphasis under the new General Studies curriculum for primary schools with the objective of “creating more learning space by removing obsolete content, allowing more time for inquiry-based learning". Many schools are now attempting to incorporate this mode of learning into their curriculum. This study reports on two phases of IBL projects undertaken by 141 Primary Four students, each phase lasting for 2-3 months. The projects were led by General Studies teachers, and heavily supported by Chinese Language teachers, the Information Technology teacher and the School Librarian. Through analyzing the lesson plans, in-class exercises, homework assignments, written reports, presentations by students, and data collected through surveys/interviews, this paper will focus specifically on the role of the General Studies teachers in guiding students through the inquiry process. It will also analyze the students’ development of research skills, the process of knowledge cultivation during the IBL, as well as students’ and parents’ perceptions of the projects.