By Kevin Le Serre, Biology and KS3 General Science Teacher at RBIS International School Bangkok
Scientific investigation is at the heart of understanding and exploring the world around us. For students in Key Stage 3 (KS3), fostering these investigative skills is crucial to developing their scientific literacy, curiosity, and analytical thinking. This article explores my journey of developing scientific investigation skills, supported by concrete examples from my lessons at RBIS International School.
The Importance of Scientific Investigation in Lower Secondary Education
The Key Stage 3 curriculum sets the foundation for scientific understanding by introducing students to key concepts in Biology, Chemistry, and Physics. At this stage, developing investigative skills enables students to explore these subjects in depth and prepares them for more advanced scientific study in Key Stage 4 and beyond. Research highlights the importance of hands-on activities in reinforcing scientific knowledge, helping students connect theoretical concepts with real-world applications (Abrahams & Reiss, 2012).
Inquiry-Based Learning
In a recent Year 7 Chemistry lesson, I introduced my students to the concept of mixtures and reactions through an exciting practical investigation called “Elephant Toothpaste”. During this activity, they observed how the addition of yeast acted as a catalyst, causing the rapid breakdown of hydrogen peroxide into water and oxygen gas. The soap captured the released oxygen, creating a column of foam.
As they conducted the experiment, the students practiced key investigation skills: they identified and controlled variables, formulated predictions based on their hypotheses, and recorded their observations carefully. By analysing the results and drawing evidence-based conclusions, they not only enhanced their understanding of mixtures and chemical reactions but also developed essential scientific skills such as critical thinking, data analysis, and the ability to interpret results.
Data Collection and Analysis in Real-World Investigations
A critical aspect of scientific inquiry is the ability to collect, record, and analyse data systematically. In Year 8, I incorporated these skills into a Biology lesson focused on blood oxygen levels. Using portable pulse oximeters, my students measured their resting oxygen levels and pulse rates, recording these baseline values. They then engaged in short physical activities before taking post-exercise readings. By comparing their data, the students identified trends and formulated explanations for the physiological changes they observed, such as increased heart rate and variations in oxygen saturation.
In another practical investigation in Chemistry, I guided my students as they explored the solubility of different salts in water. During the experiment, they carefully measured and dissolved various salts in water while gradually increasing the temperature. They recorded their observations and identified which salts dissolve more readily at higher temperatures, enhancing their understanding of how temperature affects solubility.
These investigations not only engaged students in hands-on activities but also illustrated the importance of systematic data collection, critical analysis, and collaborative reflection. According to Bennett and Kennedy (2001), integrating such practical experiments into the science curriculum enhances students’ engagement and comprehension by providing tangible experiences.
Fieldwork
One of the most effective ways to engage students in scientific inquiry is through fieldwork, where they can explore real-world applications of scientific concepts. Recently, I collaborated with my Thai Studies colleague to organise a field trip for Year 9 students to a rice farm in Suphan Buri, Thailand.
During the trip, the students developed their scientific investigation skills by observing various stages of rice cultivation, from planting to harvesting. They made observations, asked questions about the processes they witnessed, and engaged in discussions about the factors affecting plant growth. One of the most engaging aspects was the hands-on rice planting activity, where students rolled up their sleeves to plant rice seedlings in the paddies.
Conclusion
The development of scientific investigation skills in Key Stage 3 is crucial for nurturing curiosity, analytical thinking, and a deeper understanding of scientific concepts. As a Science teacher, my approach aligns with the Cambridge Lower Secondary Science syllabus by emphasizing the concept of "thinking and working scientifically." I strive to create a dynamic and interactive learning environment where students are encouraged to explore, question, and reflect on their experiences.
By integrating inquiry-based learning, hands-on experiments, and real-world applications, the students progressively develop the ability to design investigations, analyze data, and draw evidence-based conclusions. This process of thinking and working scientifically not only equips them with essential scientific skills but also fosters a lifelong passion for science.
References
Orion, N. & Hofstein, A. (1994). "Development and validation of an outdoor education course for high school students." Journal of Research in Science Teaching, 31(7), 691-706.
Bennett, J. & Kennedy, D. (2001). "The role of practical work in the science curriculum: A study of school science." International Journal of Science Education, 23(5), 451-464.
Abrahams, I. & Reiss, M. J. (2012). "Practical work: A review of the literature." International Journal of Science Education, 34(5), 757-783.
Bevins, S. & Price, A. (2016). "Communication skills in science education: Supporting learners in communicating their understanding." International Journal of Science Education, 38(3), 341-359.
