Inquiry-based teaching in physical science: Teachers’ instructional practices and conceptions

Abstract

This study aimed at exploring teachers’ instructional practices and conceptions of teaching Physical Science through inquiry. Data were collected using qualitative research methods of individual interviews and observation protocol with the four experienced teachers that were purposively selected. The results revealed that participants used traditional classroom activities more frequently than inquiry-based activities; and whenever they made use of inquiry, they followed a specific order of activities that leads to a more structured or direct type of inquiry. Few used a combination of both traditional classroom activities and inquiry-based activities, leading to a guided type of inquiry. In addition, all participants understood teaching through inquiry as a kind of pedagogy that involves experimentation. This suggests a need for teachers to possess sound knowledge of inquiry and the Nature of Science (NOS); as these are prerequisite for implementing inquiry-based instruction in the classroom.