Abstract
This study explored Grade 3 teachers’ use of an inquiry-based approach to mediate the development of basic science concepts among learners within the socio-cultural theory. This study adopted interpretive case study research of the qualitative type, using a sample of four (4) female teachers who use the home language of learners as the language of instruction. Data were collected using a semi-structured interview guide and observational schedule which was properly validated. Analysis of data was achieved through thematic data analysis. The result of the study revealed that the foundation phase teachers are aware of the importance of the use of the inquiry-based approach in mediating the development of basic science concepts by the learners, but only one out of the four participants implemented it. Thus, it was recommended that there should be a provision of further professional development spaces that promote a community of practice in using an Inquiry-Based Approach in the Foundation Phase.
 
 Keywords: Basic science concepts, Grade 3 teachers, Foundation Phase, Inquiry-Based approach
Highlights
Background and statement of the problemStudies (Agboeze et al, 2020; Ugwuanyi, Okeke & Njeze, 2020; Benson et al, 2020; Inyama, Nwagbo & Ugwuanyi, 2020; Ugwuanyi et al, 2019a; Ugwuanyi et al, 2019b; Ugwuanyi & Okeke, 2020; Ugwuanyi, Okeke, & Ageda, 2020; Onah et al, 2020; Njoku et al, 2020;) have noted the decline in the achievement of learners in science subjects including basic science
Four ( 4 ) Grade 3 foundation phase teachers whowerepurposivelysampled from four different schools i n Sarah Baartman District, in the Eastern Cape Province in South Africa, participated in this research
Examples of the interview items include: As a Grade 3 teacher, what do you understand by inquiry-based approach? Briefly explain how you use inquiry-based approach to enhance learners’ development of basic science concepts
Summary
Studies (Agboeze et al, 2020; Ugwuanyi, Okeke & Njeze, 2020; Benson et al, 2020; Inyama, Nwagbo & Ugwuanyi, 2020; Ugwuanyi et al, 2019a; Ugwuanyi et al, 2019b; Ugwuanyi & Okeke, 2020; Ugwuanyi, Okeke, & Ageda, 2020; Onah et al, 2020; Njoku et al, 2020;) have noted the decline in the achievement of learners in science subjects including basic science. Because of the above, Kang and Keinonen (2018) noted that the use of learner-centered teaching and learning approaches improves learners’ development of basic science concepts. Vygotsky noted that successful problem solvers talk themselves through difficult problems, and when children hear this inner speech, they can learn from each other in a social set-up or context From these arguments, it could be surmised that Vygotsky’s key principles are aligned with the Constructivist Theory principles which speak to how learning should take place, how knowledge should be developed or constructed, and how experiences and social interactions play a role in learning. No empirical study was found in the South African context on the subject matter Based on these established gaps, the researchers deemed it necessary to explore Grade 3 teachers’ use of an inquiry-based approach to mediate the development of basic science concepts among learners
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