Life Sciences Teachers’ IBL Conceptions and Implementation in Laboratories and Digital Classrooms: Implications for Context-Responsive Professional Development
Keywords:
inquiry-based learning; Life Sciences teachers; capability approach; teacher professional development; resource-constrained schools; digital technologiesAbstract
Inquiry-Based Learning (IBL) is widely recommended in science education for its potential to foster learners’ scientific inquiry skills, autonomy, critical thinking, and problem-solving abilities, and its adoption has grown steadily as part of curriculum reform. Despite its recognised benefits, the enactment of IBL in many classroom contexts remains uneven, particularly in resource-constrained schools. This study explored Life Sciences teachers’ conceptions and implementation of IBL within laboratories and digitally mediated classrooms in disadvantaged public schools. Guided by an interpretivist paradigm and a qualitative approach, the study adopted a multiple-case study design involving ten in-service Life Sciences teachers from the King Cetshwayo District, KwaZulu-Natal, South Africa. Data were collected in April and May 2025 through analysis of documents used in practical investigations, a semi-structured questionnaire, and semi-structured interviews. Data analysis was informed by the Capability Approach (CA), focusing on resources, implementation, associated factors, and outcomes, and followed Braun and Clarke’s (2006) thematic analysis procedures. The findings indicate that teachers’ conceptions of IBL are minimal and do not align with its theoretical principles, as their practices are predominantly teacher-centred. The teachers’ limited pedagogical understanding, low confidence, inadequate professional development, scarcity of laboratory and digital resources, and challenging classroom conditions constrained their abilities to implement an authentic inquiry-based pedagogy. Digital technologies, where available, were insufficient and largely used in non-interactive ways. The study concludes that expanding teachers’ capabilities through integrated professional, contextual, and resource-based support is essential for realising IBL’s transformative potential. Using the CA, the study shifts the focus from uniform outcomes to what teachers can achieve within their contexts.
https://doi.org/10.26803/ijlter.25.6.27
References
Achurra, A., Uskola, A., & Zamalloa, T. (2024). Future teachers’ perceptions about their preparedness to teach science as inquiry. Education Sciences, 14(7), 700. https://doi.org/10.3390/educsci14070700
Aidoo, B. (2024). A reflective study on adopting inquiry-based science teaching methods. Disciplinary and Interdisciplinary Science Education Research, 6(1), 29. https://doi.org/10.1186/s43031-024-00119-3
Akuma, F. V., & Callaghan, R. (2019). Teaching practices linked to the implementation of inquiry?based practical work in certain science classrooms. Journal of Research in Science Teaching, 56(1), 64–90. https://doi.org/10.1002/tea.21469
Akuma, F. V., & Gaigher, E. (2023). Intrinsic teaching challenges relating to practical investigations in some classrooms: An instructional design perspective. South African Journal of Education, 43(1), 1–11. https://doi.org/10.15700/saje.v43n1a2132
Akuma, F. V., & Koenen, J. (2025). Inquiry-based science education: Tools for supporting the design of schoolteacher professional development programs. EURASIA Journal of Mathematics, Science and Technology Education, 21(3), em2605. https://doi.org/10.29333/ejmste/16070
Alston, D. M., Marshall, J. C., & Smart, J. B. (2020). Differentiating between the different levels of inquiry instruction: Classroom dynamics that characterize the quality of inquiry instruction. Science Educator, 27(2), 81–91. https://files.eric.ed.gov/fulltext/EJ1259958.pdf
Aparicio-Ting, F. E., Slater, D. M., & Kurz, E. U. (2019). Inquiry-based learning as a driver of curriculum: A staged approach. Papers on Postsecondary Learning and Teaching, 3, 44–51. https://doi.org/ 10.55016/ojs/pplt.v3Y2019.53136
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 2629. https://www.nsta.org/many-levels-inquiry
Benkosi, M., & Ramnarain, U. (2024). Utilising educational technologies to support inquiry-based learning in natural science. International Journal of Educational Management and Development Studies, 5(3), 172–197. https://doi.org/10.53378/ijemds.353093
Bogar, Y. (2019). Literature review on inquiry-based learning in science education. International Journal of Science and Education, 1(2), 91–118. https://doi.org/10.59324/ejceel.2025.3(3).07
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. http://doi.org/10.1191/1478088706qp063oa
Chikaluma, P. H., Opanga, D., & Nsengimana, V. (2022). Contribution of inquiry-based learning to the improvement of biology teaching and learning. The International Journal of Science, Mathematics and Technology Learning, 29(2), 29–52. https://doi.org/10.18848/2327-7971/CGP/v29i02/29-52
Chongo, S., Osman, K., & Nayan, N. A. (2021). Impact of the plugged-in and unplugged chemistry computational thinking modules on achievement in chemistry. EURASIA Journal of Mathematics, Science and Technology Education, 17(4). https://doi.org/10.29333/ejmste/10789
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed). Taylor & Francis Group. https://doi.org/10.4324/9781315456539
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches. Sage Publications. https://doi.org/10.1080/15424065.2022.2046231
Department of Basic Education. (2011). Curriculum and assessment policy statement. Life Sciences Grades 10–12. Pretoria: South African Government. Available from: https://www.sahistory.org.za/archive/caps-grades-10-12-life-sciences
Department of Basic Education. (2023). National senior certificate diagnostic report, Part 1. Pretoria: South African Government. Available from: https://www.education.gov.za/Resources/Reports.aspx
Department of Basic Education. (2024). National senior certificate diagnostic report, Part 1. Pretoria: South African Government. Available from: https://www.education.gov.za/Resources/Reports.aspx
Department of Basic Education. (2025). National senior certificate diagnostic report, Part 1. Pretoria: South African Government. Available from: https://www.education.gov.za/Resources/Reports.aspx
Gaigher, E., Lederman, N., & Lederman, J. (2014). Knowledge about inquiry: A study in South African high schools. International Journal of Science Education, 36(18), 3125–3147. https://doi.org/10.1080/09500693.2014.954156
Gomez, M. J. (2025). The impact of inquiry-based learning in science education: A systematic review of student engagement and achievement. Journal of Education, Learning, and Management, 2(2), 353–363. https://doi.org/10.69739/jelm.v2i2.1143
Govender, N., & Brás, L. J. (2025). Teachers’ beliefs about the use of simulations in inquiry-based science teaching in Mozambique. African Journal of Research in Mathematics, Science and Technology Education, 29(2), 264–278. https://doi.org/10.1080/18117295.2025.2498181
Govender, S. (2018). South African teachers’ perspectives on support received in implementing curriculum changes. South African Journal of Education, 38 (Supplement 2), s1–s12. https://doi.org/10.15700/saje.v38ns2a1484
Haris, A., & Mahir, D. (2025). Improving teacher competence through open inquiry-based scientific investigation development training. Innovare Journal of Education, 13(3), 41–47. https://doi.org/10.22159/ijoe.2025v13i3.53809
Kazeni, M., & Mkhwanazi, N. (2021). Life sciences teachers’ understanding, perceptions and adoption of inquiry-based science education in selected South African high schools. Education and New Developments 2021 (pp. 27–31). inScience Press. https://doi.org/10.36315/2021end006
Kazeni, M., Baloyi, E., & Gaigher, E. (2018). Effectiveness of individual and group investigations in developing integrated science inquiry skills. South African Journal of Education, 38(3), 1–12. https://doi.org/10.15700/saje.v38n3a1549
Kuhumba, S. (2018). Amartya Sen’s capability approach as theoretical foundation of human development. Journal of Sociology and Development, 1(1), 127–145. https://www.ajol.info/index.php/jsd/article/download/216336/204037
Kunnath, A. J., & Botes, W. (2025). Transforming science education with artificial intelligence: Enhancing inquiry-based learning and critical thinking in South African science classrooms. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), em2655. https://doi.org/10.29333/ejmste/16532
Laksana, D. N. L. (2017). The effectiveness of inquiry based learning for natural science learning in elementary school. Journal of Education Technology, 1(1), 1–5. https://doi.org/10.23887/jet.v1i1.10077
Lu, C., Obenchain, K., & Zhang, Y. (2024). Exploring teachers’ inclination towards adopting inquiry-based learning in social studies: Insights from teacher professional identity. Teaching and Teacher Education, 145, 104628. https://doi.org/10.1016/j.tate.2024.104628
Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K–12 science education. Disciplinary and Interdisciplinary Science Education Research, 4(1), 2. https://doi.org/10.1186/s43031-021-00042-x
Moemeke, C. D., Chukwunenye, J. N., & Malik, N. A. (2025). Understanding the theoretical foundations of inquiry-based learning: Pivot for productive science eduation in Africa. Educational Considerations, 50(3), 4. https://doi.org/10.4148/0146-9282.2446
Mokiwa, H. O. (2014). Exploring the teaching of physical science through inquiry. International Journal of Educational sciences, 7(1), 21–27. https://doi.org/10.1080/09751122.2014.11890166
Morris, D. L. (2025). Rethinking science education practices: Shifting from investigation-centric to comprehensive inquiry-based instruction. Education Sciences, 15(1), 73. https://doi.org/10.3390/educsci15010073
Mupira, P., & Ramnarain, U. (2018). The effect of inquiry?based learning on the achievement goal?orientation of grade 10 physical sciences learners at township schools in South Africa. Journal of Research in Science Teaching, 55(6), 810–825. https://doi.org/10.1002/tea.21440
Ndwandwe, K., Kutame, A., Ramatea A.M., Xaba N. & Nhlumayo, M. (2025). Improving life science learning in rural schools through collaborative teacher professional development-A case study of the Umkhanyakude district of South Africa. Social Sciences, 6(10), 2249–2258. https://doi.org/10.38159/ehass.20256102
Nemadziva, B., Sexton, S., & Cole, C. (2023). Science communication: The link to enable enquiry-based learning in under-resourced schools. South African Journal of Science, 119(1-2), 1–9. https://doi.org/10.17159/sajs.2023/12819
Nicol, C. B. (2021). An overview of inquiry-based science instruction amid challenges. Eurasia Journal of Mathematics, Science and Technology Education, 17(12), em2042. https://doi.org/10.29333/ejmste/11350
Piaget, J., & Cook, M. (1954). The development of object concept. In J. Piaget, & M. Cook (Eds.), The construction of reality in the child (pp. 3–96). Basic Books. https://www.perlego.com/book/1675003
Ramnarain, U. (2023). South African science teachers’ experiences of inquiry-based teaching at disadvantaged schools. Research in Science Education, 53(4), 727–740. https://doi.org/10.1007/s11165-022-10095-1
Ramnarain, U. D. (2014). Teachers' perceptions of inquiry-based learning in urban, suburban, township and rural high schools: The context-specificity of science curriculum implementation in South Africa. Teaching and Teacher Education, 38, 65–75. https://doi.org/10.1016/j.tate.2013.11.003
Ramnarain, U., & Hlatswayo, M. (2018). Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa. South African Journal of Education, 38(1), 1–10. https://doi.org/10.15700/saje.v38n1a1431
Reddy, V., Winnaar, L., Juan, A., Arends, F., Harvey, J., Hannan, S., Namome, C., Sekhejane, P., & Zulu, N. (2019). TIMSS 2019: Highlights of South Africa grade 9 mathematics and science, achievement and achievement gaps. TIMSS. https://www.timsssa.org/publication/timss-2019-highlights-ofsouth-african-grade-9-results-in-mathematics-andscience
Sen, A. (1987). Commodities and Capabilities: Amartya Sen. Oxford University Press. https://philpapers.org/rec/SENCAC
Shivolo, T. & Mokiwa, H.O. (2024). Secondary school teachers’ conceptions of teaching science practical work through inquiry-based instruction. Journal of Education in Science, Environment and Health (JESEH), 10(2), 120–139. https://doi.org/10.55549/jeseh.693
Trna, J., Trnova, E., & Sibor, J. (2012). Implementation of inquiry-based science education in science teacher training. Journal of Educational and Instructional Studies in the World, 2(4), 199–209. https://www.researchgate.net/publication/272786501
Venkatesh, V., Brown, S., & Sullivan, Y. (2024). Conducting mixed-methods research. Virginia Tech Publishing. https://doi.org/10.21061/conducting-mixed-methods-research
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://www.jstor.org/stable/j.ctvjf9vz4
Zafeer, H.M.I., Maqbool, S., Rong, Y., & Maqbool, S. (2025). Impact of digital learning tools on student’s engagement and achievement in middle school science classes. International Journal of Technology in Education and Science (IJTES), 9(2), 177–196. https://doi.org/10.46328/ijtes.622
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Mayaba Brian Nhlumayo
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
