Pedagogy and Assessment of Science in the Primary Classroom

MQF Level: 7

ECTS Value: 2 ECTS

Self Study Hours: 24

Contact Hours: 10

Assessment Hours: 16


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 inquiry-based science 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 programme, participants should be able to:


a. Formulate an informed view on key pedagogical issues in science education.

b. Transfer knowledge on pedagogic practices concerning the teaching of science in the primary, to the particular school community.


a. Define the role of science education in the primary curriculum.

b. Plan and implement inquiry-based science activities.


a. Discuss the main pedagogical implications of inquiry-based learning to the learning of science at primary level.

b. Design and implement inquiry-based science activities which integrate cross-curricular themes and create cross-curricular links with other subjects in the primary curriculum.

Assessment Methods

This module will be assessed through: Assignment.

Suggested Readings

Core Reading List
  1. Zerafa, I. & Gatt, S. (2014). Implementing a science curriculum reflecting an inquiry-based approach in the upper primary years. IPSE Journal 9(2), 13-26.
  2. Crawford, B. A. (2009). Moving science as inquiry into the classroom: Research to practice [Powerpoint slides]. International Science Education Conference (ISEC 2009),
  3. Harlen, W. (2012). IBSE and how children learn [Powerpoint slides]. Retrieved from La main à la pâte:
  4. Hanauer, D. I., Hatfull, G. F. & Jacobs-Sera, D. (2009). Conceptualising scientific inquiry. In, Active assessment: Assessing scientific inquiry, mentoring in academia and industry 2, 11-21. doi: 1007/978-0-387-89649-6 2. Springer Publication.
  5. Stiftung Haus der Kleinen Forscher (2013). Educational approach of the “Little Scientists” initiative. Educators’ guidebook: Ideas for educators in science, mathematics and technology. Malta Council for Science and Technology, Kalkara.
  6. Pri-Sci-Net Inquiry-based learning activities, project website (
  7. Ortlipp, M. (2008). Keeping and Using Reflective Journals in the Qualitative Research Process. The Qualitative Report, 13(4), 695-705. Retrieved from
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