Understanding the Theoretical Foundations of Inquiry-Based Learning: Pivot For Productive Science Education in Africa

Abstract

The article focuses on the significance of Inquiry-Based Learning (IBL) as a transformative approach to science education in Africa, emphasizing its theoretical foundations and practical implications. It argues that IBL fosters critical thinking, problem-solving, and active engagement by encouraging students to explore real-world scientific questions through hands-on investigations and collaborative learning. The authors highlight the necessity for African educators to adapt IBL principles to local cultural contexts and address challenges such as resource limitations, teacher preparedness, and traditional educational practices that may hinder its implementation. Ultimately, the article advocates for a balanced educational model that integrates IBL with structured guidance to enhance science learning outcomes across the continent.