Teachers’ implementation of inquiry-based learning activities in life sciences classrooms
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Authors
Mlipha, Ncamiso Derrick
Issue Date
2022-12-08
Type
Dissertation
Language
en
Keywords
Inquiry-based learning , Inquiry-based learning activities , Implementation , Life Sciences , Curriculum , Classroom , National curriculum statement
Alternative Title
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.