Science teachers understanding of inquiry-based science teaching (IBST): Case of Rwandan lower secondary school science teachers

Abstract

This paper aims at finding out Rwandan lower secondary school science teachers’ understanding of inquiry-based science teaching (IBST). A two phases’ sequential explanatory mixed methods was adopted. Data were collected by means of a survey questionnaire administered to a purposeful sample of 200 science teachers followed by illuminating semi-structured interviews with a sub-sample of 10 purposefully selected teachers. Both descriptive statistical and content analyses were used. It was found that participants do not have a common understanding of inquiry. Most teachers associate inquiry teaching with a few of its specific characteristics while others had a very different understanding. The study suggests that a working definition be provided in the curriculum. Since IBST is mainly associated with practical activities in nature, and given many types of practical work, the curriculum should be clear about what practical to be treated in an inquiry approach to avoid a potential confusion among teachers.

Keywords: Inquiry, Inquiry-based science teaching (IBST), Science teacher