MPRE207
Teaching and Learning Science in the Primary Classroom

ECTS Value: 3 ECTS

Contact Hours: 15

Self Study Hours: 36

Assessment Hours: 24

 

Overall Objectives and Outcomes

The aim of this module is to provide a holistic view of science education in the primary curriculum, with a particular focus on an inquiry-based approach to teaching and learning. Cross-curricular links with other subjects taught in the primary curriculum, as well as cross-curricular themes and 21st century skills, specified in the NCF, are also made.

By the end of this module, the learner will be able to:

Competences

  • a)Formulate an informed view on key pedagogical issues in science education;
  • b)Contextualise and transfer advanced pedagogical theories and practices in primary science in the primary, into the specific realities and needs of the school community, promoting sustainable instructional improvement;
  • c)Design, facilitate, and evaluate inquiry-based learning experiences in the particular school community while making use of appropriate questioning techniques.
  •  

Knowledge

  • a)Critically evaluate the role of science education in the primary curriculum.
  • b)Analyse the concept and principles of STEM education, appraising its significance in promoting interdisciplinary thinking, creativity, and problem-solving in primary teaching;
  • c)Differentiate between various types of questioning, such as closed ended /recall questions and open ended/inquiry questions, evaluating their impact on scientific reasoning, curiosity, and learner engagement.

Skills

  • a)Design, implement, and critically appraise inquiry-based science activities that align with curricular standards and foster learners’ conceptual understanding and investigative skills;
  • b)Construct and refine higher-order questioning strategies that stimulate inquiry, reasoning, and creative thinking in both oral and written learning contexts;
  • c)Integrate and evaluate STEM-oriented and inquiry-based science experiences which integrate cross-curricular concepts, promoting interdisciplinary understanding across the primary curriculum.

Assessment Methods

This module will be assessed through: Activity Plan and Presentation

Suggested Readings

Core Reading List

  1. Duran, L. B., & Duran, E. (2023). The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching. Frontiers in Education. Advance online publication. https://doi.org/10.3389/feduc.2023.1170487
  2. Harlen, W. (2018). Teaching science for understanding in elementary and middle schools (3rd ed.). Routledge.
  3. Mazzeo Ortolani, G., Pokropek, A., Karpinski, Z., & Biagi, F. (2024). STEM competencies, challenges, and measurements: A literature review. Publications Office of the European Union.
  4. National Research Council. (2019). Science and engineering for grades K–12: Investigation and design at the center. National Academies Press.
  5. Vassallo, C., & Musumeci, M. (2012). PRIMARY SCIENCE TEACHING IN MALTA: A STUDY. Retrieved November 3, 2023, from https://www.um.edu.mt/library/oar/bitstream/123456789/84078/1/Primary_science_teaching_in_Malta_a_study_2012.pdf

Supplementary Reading List

  1. Antonio, D., Talavera-Mendoza, F., Hugo, F., Sandra, K., & Rina Machaca Viza. (2023). Science and inquiry-based teaching and learning: a systematic review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1170487
  2. Gatt, S., & Armeni, L. S. (2014). Pri-Sci-Net: A project promoting inquiry-based learning in primary science: Experiences of young children inquiring. Literacy Information and Computer Education Journal (LICEJ), 5(2), 1582–1587.
  3. Neumann, K., Kind, V., & Harms, U. (Eds.). (2021). Towards a competence-based view on models and modeling in science education.
  4. Svabo, C., Shanks, M., Zhou, C., Carleton, T., & Characiejiene, G. (2025). Creative pragmatics for active learning in STEM education. Springer Nature Switzerland.
  5. van Uum, M. S. J., Verhoeff, R. P., & Peeters, M. (2016). Inquiry-based science education: Towards a edagogical framework for primary school teachers. International Journal of Science Education, 38(3), 450–469.
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