{"id":{"repo_id":"oxford-brookes","oai_identifier":"tle:d85f058b-3f66-432d-88b9-1a0806b5af71:d6bd9758-527a-46cd-bfe2-c433766e8fca:1"},"canonical_url":"https://search.dev.ndltd.org/etd/oxford-brookes/tle:d85f058b-3f66-432d-88b9-1a0806b5af71:d6bd9758-527a-46cd-bfe2-c433766e8fca:1","repository":{"repo_id":"oxford-brookes","name":"Oxford Brookes University","base_url":"https://radar.brookes.ac.uk/radar/oai"},"display":{"title":"A cross-phase exploration of ‘inquiry’ based science : primary and secondary teachers’ conceptions and practice augmented by pupil perspectives and researcher observation of their decision-making experience","abstract":"This study was designed to examine pupils' increasing disengagement from school science as they transition from primary to secondary education. The research adopted a mixed-methods and multiphase approach to investigate upper primary (ages 10-11) and lower secondary (ages 11-12) teachers’ perspectives and practices of inquiry-based science education, with the aim of identifying where pupil decision-making occurred. Besides questioning teachers and observing classroom practices, the English science national curriculum documents for Working Scientifically were also scrutinised to assess how policy advice might orient guidance for practice. The first phase of the research involved an anonymous online questionnaire that elicited science teachers' self-reported views on inquiry-based education. This was complemented by a second phase involving seven lesson observations, teacher interviews, and focus group discussions with pupils. Findings from phases one and two indicated that although upper primary and lower secondary teachers favoured inquiry-based practices and suggested inquiry is a question-led approach with opportunities for student decision-making, both groups exhibited a limited understanding of the various levels of inquiry. Lesson observations also revealed constrained opportunities for student decision-making, with more teacher control observed in secondary lessons than in primary inquiry-based lessons. Policy scrutiny in phase three revealed insufficient guidance regarding inquiry-based learning, particularly for secondary teachers. There were also inconsistencies within and across primary and secondary inquiry-based education guidance. The lack of coherence and clarity could account for the differences and discontinuities observed within and across primary and secondary science classrooms. The findings indicate that professional development for science teachers should focus on developing inquiry-based practices in upper primary and lower secondary classes and across science disciplines. This could help teachers understand and better facilitate pupils' decision-making, evidence-based discussions, and more dialogic practices with their pupils. Teachers' mastery of inquiry-based pedagogy could help improve pupils' understanding of the tentative nature of science inquiry and enhance pupils’ subject knowledge and scientific literacy, which are crucial in today's rapidly changing world.","abstract_html":"This study was designed to examine pupils' increasing disengagement from school science as they transition from primary to secondary education. The research adopted a mixed-methods and multiphase approach to investigate upper primary (ages 10-11) and lower secondary (ages 11-12) teachers’ perspectives and practices of inquiry-based science education, with the aim of identifying where pupil decision-making occurred. Besides questioning teachers and observing classroom practices, the English science national curriculum documents for Working Scientifically were also scrutinised to assess how policy advice might orient guidance for practice. The first phase of the research involved an anonymous online questionnaire that elicited science teachers' self-reported views on inquiry-based education. This was complemented by a second phase involving seven lesson observations, teacher interviews, and focus group discussions with pupils. Findings from phases one and two indicated that although upper primary and lower secondary teachers favoured inquiry-based practices and suggested inquiry is a question-led approach with opportunities for student decision-making, both groups exhibited a limited understanding of the various levels of inquiry. Lesson observations also revealed constrained opportunities for student decision-making, with more teacher control observed in secondary lessons than in primary inquiry-based lessons. Policy scrutiny in phase three revealed insufficient guidance regarding inquiry-based learning, particularly for secondary teachers. There were also inconsistencies within and across primary and secondary inquiry-based education guidance. The lack of coherence and clarity could account for the differences and discontinuities observed within and across primary and secondary science classrooms. The findings indicate that professional development for science teachers should focus on developing inquiry-based practices in upper primary and lower secondary classes and across science disciplines. This could help teachers understand and better facilitate pupils' decision-making, evidence-based discussions, and more dialogic practices with their pupils. Teachers' mastery of inquiry-based pedagogy could help improve pupils' understanding of the tentative nature of science inquiry and enhance pupils’ subject knowledge and scientific literacy, which are crucial in today's rapidly changing world.","abstract_has_math":false,"creators":["Howard, Sally Elizabeth"],"institution":"Oxford Brookes University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Howard, Sally","McGregor, Deb","Gaciu, Nicoleta","Martin-Millward, Tracey"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":null,"date_issued":"","date_published":null,"updated_at":"2026-07-24T03:42:00Z","subjects":[],"languages":["en"],"rights":["All rights reserved"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.24384/35NK-JQ68","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Howard, Sally","McGregor, Deb","Gaciu, Nicoleta","Martin-Millward, Tracey"]},{"key":"dc:creator","label":"Author","values":["Howard, Sally Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Oxford Brookes University"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://doi.org/10.24384/35NK-JQ68","https://radar.brookes.ac.uk/radar/file/d85f058b-3f66-432d-88b9-1a0806b5af71/1/Howard2025InquiryScience.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study was designed to examine pupils' increasing disengagement from school science as they transition from primary to secondary education. The research adopted a mixed-methods and multiphase approach to investigate upper primary (ages 10-11) and lower secondary (ages 11-12) teachers’ perspectives and practices of inquiry-based science education, with the aim of identifying where pupil decision-making occurred. Besides questioning teachers and observing classroom practices, the English science national curriculum documents for Working Scientifically were also scrutinised to assess how policy advice might orient guidance for practice. The first phase of the research involved an anonymous online questionnaire that elicited science teachers' self-reported views on inquiry-based education. This was complemented by a second phase involving seven lesson observations, teacher interviews, and focus group discussions with pupils. Findings from phases one and two indicated that although upper primary and lower secondary teachers favoured inquiry-based practices and suggested inquiry is a question-led approach with opportunities for student decision-making, both groups exhibited a limited understanding of the various levels of inquiry. Lesson observations also revealed constrained opportunities for student decision-making, with more teacher control observed in secondary lessons than in primary inquiry-based lessons. Policy scrutiny in phase three revealed insufficient guidance regarding inquiry-based learning, particularly for secondary teachers. There were also inconsistencies within and across primary and secondary inquiry-based education guidance. The lack of coherence and clarity could account for the differences and discontinuities observed within and across primary and secondary science classrooms. The findings indicate that professional development for science teachers should focus on developing inquiry-based practices in upper primary and lower secondary classes and across science disciplines. This could help teachers understand and better facilitate pupils' decision-making, evidence-based discussions, and more dialogic practices with their pupils. Teachers' mastery of inquiry-based pedagogy could help improve pupils' understanding of the tentative nature of science inquiry and enhance pupils’ subject knowledge and scientific literacy, which are crucial in today's rapidly changing world."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A cross-phase exploration of ‘inquiry’ based science : primary and secondary teachers’ conceptions and practice augmented by pupil perspectives and researcher observation of their decision-making experience"]}]}],"canonical_facts":{"dc:contributor":["Howard, Sally","McGregor, Deb","Gaciu, Nicoleta","Martin-Millward, Tracey"],"dc:creator":["Howard, Sally Elizabeth"],"dc:description":["This study was designed to examine pupils' increasing disengagement from school science as they transition from primary to secondary education. The research adopted a mixed-methods and multiphase approach to investigate upper primary (ages 10-11) and lower secondary (ages 11-12) teachers’ perspectives and practices of inquiry-based science education, with the aim of identifying where pupil decision-making occurred. Besides questioning teachers and observing classroom practices, the English science national curriculum documents for Working Scientifically were also scrutinised to assess how policy advice might orient guidance for practice. The first phase of the research involved an anonymous online questionnaire that elicited science teachers' self-reported views on inquiry-based education. This was complemented by a second phase involving seven lesson observations, teacher interviews, and focus group discussions with pupils. Findings from phases one and two indicated that although upper primary and lower secondary teachers favoured inquiry-based practices and suggested inquiry is a question-led approach with opportunities for student decision-making, both groups exhibited a limited understanding of the various levels of inquiry. Lesson observations also revealed constrained opportunities for student decision-making, with more teacher control observed in secondary lessons than in primary inquiry-based lessons. Policy scrutiny in phase three revealed insufficient guidance regarding inquiry-based learning, particularly for secondary teachers. There were also inconsistencies within and across primary and secondary inquiry-based education guidance. The lack of coherence and clarity could account for the differences and discontinuities observed within and across primary and secondary science classrooms. The findings indicate that professional development for science teachers should focus on developing inquiry-based practices in upper primary and lower secondary classes and across science disciplines. This could help teachers understand and better facilitate pupils' decision-making, evidence-based discussions, and more dialogic practices with their pupils. Teachers' mastery of inquiry-based pedagogy could help improve pupils' understanding of the tentative nature of science inquiry and enhance pupils’ subject knowledge and scientific literacy, which are crucial in today's rapidly changing world."],"dc:format":["application/pdf"],"dc:identifier":["https://doi.org/10.24384/35NK-JQ68","https://radar.brookes.ac.uk/radar/file/d85f058b-3f66-432d-88b9-1a0806b5af71/1/Howard2025InquiryScience.pdf"],"dc:language":["en"],"dc:publisher":["Oxford Brookes University"],"dc:rights":["All rights reserved"],"dc:title":["A cross-phase exploration of ‘inquiry’ based science : primary and secondary teachers’ conceptions and practice augmented by pupil perspectives and researcher observation of their decision-making experience"],"dc:type":["thesis"]},"updated_at":"2026-07-24T03:42:00Z"}