Abstract
In this study, the authors employed science coursework designed to lead to the construction of scientific concepts through “Inquisitive Science Learning” in order to promote science literacy among primary school children. We took the theory of ZPD developed by Vygotsky and the horizontal curriculum design developed by FOSS (USA) as a basis, visualized a model of teaching and learning and the role of teachers presented in the ZPD “Inquisitive Science Learning”, and examined the utility of our model by applying these to the coursework for teaching 3rd grade primary school children about magnets. The results suggest that when teachers encourage children’s experience-based concepts, pose appropriately difficult questions, present to them appropriately timed course materials, instructions and methods, from “free exploration/inquiry” to “hands-on learning” to “finding links to scientific concepts,” children’s experience-based concepts are likely to interact and go through reformation, thereby opening their eyes to scientific concepts.
