Transforming the Way Science Is Taught: Evidence Supporting Inquiry-Based Education

Abstract

This study aims to explore the level of implementation of Inquiry-Based Science Education (IBSE) by teachers participating in a Panamanian teacher training program and how this relates to their students' learning outcomes. Results show that teachers have begun to implement the methodology but are still at a beginners stage. Furthermore, the study analyzed the relationship between the level of IBSE implementation and student learning as measured by assessments. A significant positive association was found, suggesting the need to strengthen teacher training focused on IBSE, particularly in enhancing teachers' ability to achieve higher levels of implementation and encourage students to ask questions, scientific questions and make predictions.