1. Helping children to ask good questions
Children do not know how to formulate a clear research question.
- Use tools such as question starters (‘Why…’, ‘How…’, ‘What happens if…’) or provide examples of good questions.
- Let the children draw or write their questions in their own words before you help them to refine them.
2. Provide enough structure within freedom
Children may be overwhelmed by too many choices or easily distracted.
- Provide a clear roadmap (e.g. 1. develop question, 2. make plan, 3. implement, 4. reflect).
- Use visual aids such as pictograms or a step-by-step poster in the classroom.
3. Encouraging cooperation without dominance
In groups, some children take the lead while others are less involved.
- Assign roles within the study (e.g. materials manager, note-taker, presenter) to encourage equal participation.
- Ask the children to reflect on their collaboration (“What went well? What can we do better?”).
4. Encourage perseverance
Children get frustrated when their investigation fails or has an unexpected outcome.
- Normalise mistakes and emphasise that this is an important part of the learning process.
- Ask questions such as: What can we learn from this?” or “What could we try differently?
5. Guide without directing
The tendency to give answers or direct the children too much.
- Ask deeper questions rather than offering solutions, e.g: ‘How can you work this out?’ or ‘What do you think this means?
- Show that you are curious and don’t know the answer, so that the children feel free to experiment.
6. Use a variety of materials and resources
Lack of inspiration or limited opportunities in the classroom.
- Provide a collection of open-ended materials (building blocks, recycled materials, natural materials) and simple tools (magnifying glasses, water bowls, measuring tapes).
- Introduce new materials step by step to stimulate curiosity and avoid chaos.
7. Keep time and expectations realistic
Research takes longer than planned or children lose focus.
- Break the process down into smaller, manageable steps with clear time limits.
- Allow time at the end of each session to reflect on what they have achieved and what the next step is.
8. Creating a safe learning environment
Some children may feel insecure about sharing their ideas or results.
- Praise their efforts, regardless of the outcome, and emphasise that every contribution is valuable.
- Let children share in small groups before presenting to the whole class.