Teaching and learning science as inquiry: an outlook of teachers in science education

Abstract

For years, educators have recognized inquiry-based learning as a cutting-edge and promising approach in science education. However, the connection between teachers’ beliefs and practices and students’ attitudes within inquiry-based classrooms has not been fully explored. This study employs a mixed-methods approach, combining quasiexperimental and descriptive research designs with quantitative data analysis. The results indicate a statistically significant difference in the performance of students who participated in a Chemistry Achievement Test between the control and experimental groups (t = 5.66, p < 0.05). Furthermore, our research highlights teachers’ optimistic views and eagerness to embrace inquiry-based learning. They perceive it as a means to ignite students’ enthusiasm for science subjects and foster the acquisition of essential science process skills through practical activities. This study contributes to a deeper understanding of the interplay between teacher perspectives, instructional methods, and students’ grasp of the scientific process in science education, emphasizing the potential benefits of inquiry-based learning for enhancing science education.