Factors Affecting the Implementation of Inquiry-Based Teaching in Science Classroom: A Teachers’ Perspective

Abstract

Inquiry Based Teaching (IBT) has become significant instructional strategy in science education. IBT has been used as an effective instructional strategy to promote science learning among the students, globally. It has positive impact on students’ science learning. In spite of having many advantages, Inquiry Based Teaching (IBT) is not widely used in Pakistan. In Science classrooms Inquiry-Based Teaching (IBT) implementation is a challenging process that calls for certain classroom setups and instructional resources to involve students in tasks. While implementing IBT, teachers often face challenges to get desired learning outcomes. There are factors which resist teachers to implement IBT in science classrooms. This study explored teachers’ perceptions about IBT and the factors which affect the implementation of IBT in science classrooms. In order to achieve the objectives of this study, Semi structured interviews were conducted from elementary science teachers. Purposive sampling technique was adopted to select the participants to collect the data. This study has been conducted in the context of Sukkur, Sindh. The analyzed data revealed factors like fixed classroom timing, lack of learning resources, assessment criteria, restrictions from management and students’ learning background resist teachers to implement IBT in science classroom.