This article presents a small-scale study that sought to explore in what ways Philosophy with Children (PwC) might support a classroom environment that is conducive to children's well-being. Following a series of Community of Philosophical Inquiry sessions with a class of nineteen Primary six children (ten- and eleven-year-olds) in a Scottish…

Enquiry-based learning (EBL) in primary schools is a constructivist approach which has a strong focus on children asking questions, working together, selecting and interpreting sources, on collecting information, and on interpreting and analysing what is found. This paper reports the results of questionnaire surveys and focus group interviews…

The main objective of this study is to examine teachers' perceptions of their approach to help learners to develop critical thinking and consistency of their classroom practices with their perceptions. The study was conducted with Moroccan primary school teachers, and to achieve our goal, data in the form of class observation and interviews were…

This research explored Eswatini final year primary pre-service teachers' (PSTs) inquiry-based-science teaching (IBST) competencies. In the first phase of the larger study, 34 pre-service teachers' understanding of IBST was assessed. This paper reports on the second phase of the study where six of the PST volunteered to take part in…

Whilst creativity is perceived as an important twenty-first century skill, current research suggests that educators generally do not have a good understanding on how to teach this type of skill, confusing it at times with creative teaching. This paper seeks to respond to educators' needs in this regard by addressing the meaning of creativity, as…

Studies of inquiry- and context-based science education (IC-BaSE) have shown that teachers find these approaches problematic. In this study, 12 primary school teachers' reflections on challenges related to IC-BaSE are explored. The aim of the study was to investigate which challenges primary teachers experience when working with IC-BaSE and how…

This research describes and evaluates the application of a child-led approach to scientific enquiry (the Community of Scientific Enquiry, CoSE) to children aged 8-11 (Key Stage 2) in Northern Ireland. Primary teachers were introduced to CoSE at a workshop and asked to evaluate its implementation with their class. Results from children (n = 364)…

This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were…

This study investigates Hong Kong primary science teachers' understandings of inquiry learning, perceived difficulties in implementing inquiry learning, as well as their current practices of and resistance to using online resources, in order to identify their needs and propose suggestions to address these needs. An online survey has been used to…

The purpose of the study was to investigate how young students engage in an inquiry-based project driven by real-life contexts. Elementary school children were engaged in a small inquiry project centred on marine biodiversity and species adaptations. All activities included the exploration of an out-of-school setting as a learning context. A total…

Creativity has become a buzzword in UK culture in the twenty-first century and is in increasing demand across many spheres. In education, its usage is often generic and has become ever more widespread as it has found its way into a plethora of government documentation pertaining to primary schools over the last decade. However, with a continued…