Unpacking the Practical Work Inquiry Practice Framework for Improving Science Practical Work and Inquiry: A Namibian Perspective

Abstract

This study introduces, unpacks, and discusses a theoretically and empirically developed Practical Work Inquiry Practice Framework (PWIPF), designed to improve science practical work and inquiry-based instruction in Namibian secondary schools. Through a systematic literature review, the study identifies gaps in existing research and emphasises the pivotal role of teachers’ conceptions and external factors in lesson planning. Addressing the disparity between teachers’ beliefs and actual implementation of the science curriculum, the framework operates at the macro, meso, and micro education levels, covering areas such as: planning, professional development of teachers, curriculum design, resource provision, classroom implementation, feedback, collaboration, monitoring, evaluation, continuous support, stakeholder engagement, school culture, leadership, teacher support, learner diversity, and community involvement. These elements, categorised as strategic, tactical, and operational functions, interconnect to enhance science education practices. The developed framework offers a comprehensive, contextually relevant approach to implementing science practical work through inquiry-based instruction in Namibian secondary schools, contributing to the overall educational improvement.