Exploring Prospective Physical Sciences Teachers’ Work-Integrated Learning Experiences of Inquiry-Based Learning: A South African Case Study

Abstract

Inquiry is central to the generation of scientific knowledge. Science should not be presented as a finished body of knowledge. Instead, it should be considered a human endeavour that creates empirically verified knowledge, which is tentative, fallible, and falsifiable. Prospective physical sciences teachers are expected to develop a conception of scientific inquiry that would then assist them in designing and executing inquiry-based science lessons in their careers. This study, crucial in filling the knowledge gap in teacher preparation, was conducted to determine the experiences of prospective physical sciences teachers in implementing inquiry-based science lessons. This qualitative single case study utilised the pedagogical framework for inquiry-based science education as the theoretical framework. Purposive sampling was used to select six final-year Bachelor of Education Honours students who had spent 3 months on work-integrated learning in rural schools. They were required to keep a diary of their experiences during teaching practice and to develop portfolios. The students’ portfolios, lesson plans, and semi-structured interviews were used as data sources and analysed using Atlas.ti 8.0 computer-assisted qualitative content analysis techniques. While the findings indicate that students had sufficient understanding of inquiry-based lessons, they encountered challenges in implementing open inquiry, and the empirical evidence suggests that they implemented lower levels of inquiry. The findings have significant implications for university teacher preparation; hence, teacher educators and policymakers should develop approaches that enhance the development of inquiry-based learning skills in prospective teachers.

https://doi.org/10.26803/ijlter.24.10.15