Implementation of Inquiry-Based Learning Strategies by Teachers for Practical Work in Physical Sciences: A Case Study in Tshwane South District

Abstract

Inquiry-based learning (IBL) is a learner-centred approach that engages learners in authentic scientific investigation and problem-solving, fostering critical thinking and deeper understanding. However, although it has proven potential to enhance conceptual understanding and critical thinking, Physical Sciences teachers in South Africa continue to rely predominantly on traditional teacher-centred methods. Recent national examination reports show that learners consistently do poorly in the subject, indicating gaps in practical work facilitation. This study, therefore, investigated how teachers enact inquiry-based learning strategies during practical work to enhance learners’ conceptual understanding, critical thinking skills, and active engagement in the learning process. The study further focused on the teachers’ knowledge, lesson design, and the challenges they encounter when integrating inquiry during practical work. The conceptual framework of this study was based on Bybee’s 5E learning model and the levels of inquiry-based learning. The models provide a structured approach for organising lessons into distinct phases that promote learner understanding and engagement. The frameworks were used to analyse the findings in this study. Additionally, an interpretive paradigm and qualitative case study approach, as outlined by Starman (2013), were used in this study. The researcher collected data from five Physical Sciences teachers selected from five secondary schools within the Tshwane South District. The data collection methods used were classroom observations, semi-structured interviews, and document analysis. The study used thematic analysis to analyse the collected data. The key findings of this study disclosed that inquiry-based learning strategies were inadequately utilised in practical work. However, teachers highlighted that during inquiry-based practical work, learners engage in hands-on activities that encourage active learning, skills development, and problem-solving. Their responses indicated that teachers viewed inquiry-based learning as a hands-on approach in which learners actively build knowledge through investigation, exploration, and problem-solving. Hence, they allowed learners to explore during their lessons independently. Furthermore, the study found that a shortage of time and insufficient resources hindered teachers’ ability to implement and manage inquiry-based learning activities effectively. These challenges collectively limited the effective integration of inquiry-based learning strategies during practical work. Moreover, some experienced v difficulties in managing the classrooms and aligning inquiry-based practical work with curriculum principles. They demonstrated an inadequate usage of inquiry strategies. Therefore, there is a strong need for targeted professional development to help teachers understand and effectively implement inquiry-based learning strategies during practical work.