Enquiry-based learning in the primary classroom: student teachers’ perceptions

Abstract

ABSTRACT 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 carried out with a sample of primary teacher education students at three teacher education institutions in Ireland, north and south, with the aim of uncovering the students’ experiences of EBL in their own education and during their school placements so far, as well as discovering their understanding of what EBL is and their opinions about EBL as an educational approach. Results revealed that the students’ recollections of EBL were mixed. During college school experience blocks the students displayed a clear understanding that it was the element of pupils being pro-active which was most indicative of EBL work. They recognise the importance of EBL at primary level. While being realistic about the challenges involving both practical implementation and time issues which EBL work produced, they appear not to have been put off from using EBL approaches in their future teaching careers.