Teachers’ implementation of inquiry-based learning activities in life sciences classrooms

Abstract

Inquiry-based learning in Life Sciences is both a goal and a tool for learning which incorporates a range of approaches, from teacher-led confirmatory inquiry to open inquiry. Despite the fact that inquiry-based learning is crucial in the teaching and learning of Life Sciences, only a tiny fraction of secondary school teachers implement inquiry-based learning instructions to develop problem-solving activities and abilities. The incapacity to implement inquirybased learning, teachers teach Life Sciences to meet the National Curriculum Statement requirements standards rather than using Life Sciences to develop additional abilities that may be achieved through inquiry-based learning. The aim of the research is to explore the contribution of inquiry-based learning activities to the development of teachers’ teaching strategies in Grade 11 Life Sciences classrooms. A qualitative case study research design was used for this research and data was collected through face-to-face interviews and direct observations of 3 Grade 11 Life Sciences teachers in the Gert Sibande District. The findings of this research revealed that teachers exhibited a full understanding of what inquiry-based learning entails. However, the teachers’ understanding assisted them in terms of lesson preparation and in directing the teachers to utilise well-crafted problems and questioning techniques to guide learners through an inquiry-based learning process. Furthermore, the findings also show that Life Sciences teachers rarely practice inquiry-based learning as an instructional strategy, and this is supported by the fact that one teacher managed to implement inquiry-based learning while the other two had challenges with the implementation. In this regard, the findings of this research give a clear picture of the limited inquiry-based learning practices in the classroom and the poor understanding of teaching Life Sciences through inquiry-based learning.