Abstract

• The main purpose of this study is to investigate the effects of integrating inquiry-based learning and dialogic teaching on science learning at primary school level. In order to promote student talk and inquiry skills in primary science classrooms, inquiry-based learning and dialogic teaching are integrated in this study. One of the mixed method research designs, the embedded research design was used in this study. It involved collecting and analyzing both quantitative and qualitative data and integrating the information within an experiment. For quantitative method, quasi-experimental design was used and the participant groups were selected by random sampling method. The pretest and posttest for science achievement were used for the experimental research. For qualitative method, an interview was taken in order to interpret the data. The target population is Grade Four students from Basic Education Schools. Four townships were randomly selected from four districts in Ayeyarwaddy Region. Four high schools were selected from these townships. Therefore, (215) Grade Four students and (4) primary science teachers participated in it. Quantitative research findings were calculated by using one-way analysis of covariance (ANCOVA). The results of this study showed that there was a significant difference in achievement between science learning of grade four students who received learning with integrating inquiry-based learning and dialogic teaching and those who received learning with the formal instruction. Moreover, students who participated in the interview had positive attitudes towards integrating inquiry-based learning and dialogic teaching before, during and after the experiment. Therefore, teaching with integrating inquiry-based learning and dialogic teaching has positive effects on primary level science learning.