Teachers’ perceptions of inquiry based learning in teaching Grade 12 Life sciences : a case study

Abstract

Inquiry-Based Learning (IBL) is considered a preferable teaching approach to the traditional teacher-centred method. This study aimed to understand teachers' perceptions of IBL, its effectiveness, benefits, and the challenges impeding its effective implementation. Adopting a constructivist viewpoint, qualitative research methods were used, including interviews with Grade 12 Life Sciences teachers and learners, classroom observations, and document reviews in South African schools. The findings showed that teachers understood IBL as an effective learner-centred approach to teaching and learning and desired more training in the approach. IBL was found to be effective in facilitating Grade 12 Life Sciences topics, helping teachers develop pedagogical skills and fostering positive attitudes. Learners responded positively to IBL, actively participating and gaining scientific knowledge and skills. The flexibility of IBL allowed for the integration of remedial actions to overcome implementation challenges. The study revealed the need to provide support for teachers to become effective facilitators, allocate necessary resources, and promote IBL to improve learners’ enrolment, retention, and examinations’ results. The research contributes to knowledge and identifies opportunities for further studies.