CHAPTER ONE CONTEXTUALIZATION OF THE STUDY          Introduction

This chapter presents the background of the study, statement of the problem,  purpose of the study research objectives and questions. The significance of the  study together with delimitations and limitations of the study are also presented in this chapter. The chapter ends with the presentation of theoretical and conceptual framework and operational definition of terms.

          Background to the study

Inquiry-based learning is an approach that deals with activities that are aimed at discovering new knowledge through scientific investigations (Alberts, 2011). Inquiry based learning approaches consists of experiences that enable learners to explore occurrences to arrive at concepts and principles, guided by the instructor (Handelsman, Miller & Pfund, 2007). According to Harlen and Allende (2009), Inquiry-Based Instructional Learning consists of experiences that help learners to understand the world around them through the development and use of inquiry skills. Inquiry-based curriculum assumes learners learn gain new knowledge by asking questions, identifying problems, and conducting investigations. This is followed by collecting, analyzing and interpreting data for the purposes of creating comprehensive explanations before drawing conclusions (Marx et al. 2004). As highlighted by Hmelo-Silver, Duncan and Chinn (2007), the inquiry processes address various thinking and learning skills such as critical thinking, creative thinking, communication skills, self-regulated learning skills, as well as metacognitive abilities. According to Harlen and Allende (2009), inquiry based

instructional learning at pre-primary school level facilitates the acquisition of scientific knowledge as well as consolidation of scientific concepts in young learners. They also add that such learning sharpens the children inquiry skills thereby creating a favorable environment for the early development of attitudes and perceptions.

United Nations Scientific and Cultural Organization (UNESCO) (2010) arguments points to the fact that science through inquiry should continue to be regarded as an integral part of the pre-primary curriculum as it enables young learners to generate new ideas about the world around them, which is critical in establishing a suitable climate for scientific literacy. The experience gained from undertaking scientific inquiry allows children to appreciate how science works. Science through inquiry can help children have a clear picture of how science directly impacts various aspects of their lives such as health and safety. Involvement in scientific activity leads to the realization of the significance of reasoning about evidence, which is a prerequisite of future learning in science and beyond.

According to National Association for Research in Science Teaching (NARST, 2011), inquiry skills are foundational for the development of the more complex science skills hence should be given due emphasize in the early years of primary education. Karen (2010) contends that scientific inquiry provides the opportunity for children to develop a range of skills, either explicitly or implicitly. Karen (2010) highlights various activities that are conducted during inquiry learning. First, there is exploration of objects, materials and events in order to raise questions, make careful observations, as well as engage in simple investigations that involve describing, comparing, sorting, classifying and ordering objects. This is followed by recording

the observations using words, pictures, charts and graphs. In that case, one can use a variety of simple tools to extend observations, identify patterns and recognize relationships. In addition, thre can be development of tentative explanations and ideas through working collaboratively with others by sharing ideas and listen to new perspectives. The main focus of this study was to establish how teachers used the highlighted activities for inquiry learning in pre-primary schools.

The foregoing description of the practice of teaching and learning science is notably different from the actually experience in the pre-primary classrooms. Typically, science lessons in pre-primary classrooms is characterized by a science table that has interesting objects and materials for the learners to see as well as the measurement and observation tools such as balances and magnifiers (Karen, 2010). In such cases, children are unable to make proper observations or ask related questions for that can enhance their understanding. Activity-based science is also another form of science that is used in the pre-primary learning. Here, children are allowed to engage in activities that regenerate excitement and interest (Karen, 2010). Despite having a multitude of science books supporting it, activity-based science rarely lead to deeper thinking as compared to other form of science used in the classrooms (Duschl, Schweingruber & Shouse, 2007). Science work can also be carried out through use of thematic units and projects. Although this may seem rich and effective way of conducting science work, it actually may lack the focus on science. From this perspective, arguments in favor of the need for better science education in pre- primary schools have largely been based on the desire to assist the today‟s learners in developing new knowledge, reasoning abilities and problem solving skills required for the rapidly technological world. (Johnson & Adams, 2011).

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