Case studies of inquiry-based instruction in life sciences classrooms of selected high schools in Standerton

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dc.contributor.advisorTsakeni, M.en_ZA
dc.contributor.advisorJita, T.en_ZA
dc.contributor.authorNcala, Lucky Ernesten_ZA
dc.date.accessioned2021-07-08T14:50:50Z
dc.date.available2021-07-08T14:50:50Z
dc.date.issued2020en_ZA
dc.descriptionDissertation (M.Ed.(School for Mathematics, Natural Sciences and Technology Education), 2020en_ZA
dc.description.abstractAmidst calls for teachers to incorporate inquiry-based instruction in the teaching of science subjects, this study sought to explore how inquiry-based science education is practiced in life sciences classrooms, since there is uncertainty about the efficacy of the professional development of life sciences teachers to practice inquiry-based instruction. Utilising a social constructivist lens, a case study research design and a qualitative research approach, the study explored inquiry-based learning (IBL) practices in life sciences classes. Purposive sampling was utilised to select participants, to ensure that only life sciences teachers who practice inquiry-based instruction participated. Data collection was done with semi-structured interviews that were audio-recorded, and non-participant lesson observations. Data that were generated were analysed with thematic data analysis. Findings were categorised into three themes that had been predetermined according to the three secondary research questions of the study. The themes are teacher perceptions of IBL, strands of IBL used by teachers, and contextual factors that influence the implementation of IBL in life sciences classrooms. Though life sciences teachers have different perceptions of IBL, four overarching perceptions were identified: IBL allows for creative thinking; generates interest in life sciences; ensures active involvement by learners in lessons and promotes interactive learning. Furthermore, findings reveal that the participant teachers practised IBL according to the principles of structured inquiry. Lastly, various contextual factors were identified as having an impact on the participant teachers‟ practices of IBL in their life sciences lessons. During data generation, the factors were classified as school settings, policies and professional development.en_ZA
dc.description.sponsorshipUniversity of the Free State Postgraduate Schoolen_ZA
dc.description.sponsorshipSANRAL Chair in Science, Mathematics and Technology Educationen_ZA
dc.description.sponsorshipNational Research Foundation (NRF)en_ZA
dc.identifier.urihttp://hdl.handle.net/11660/11185
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA
dc.subjectInquiryen_ZA
dc.subjectContextual settingsen_ZA
dc.subjectTeacher professional developmenten_ZA
dc.subjectScaffolded inquiryen_ZA
dc.subjectStructured inquiryen_ZA
dc.subjectGuided inquiryen_ZA
dc.subjectSocial constructivismen_ZA
dc.subjectLife sciencesen_ZA
dc.titleCase studies of inquiry-based instruction in life sciences classrooms of selected high schools in Standertonen_ZA
dc.typeDissertationen_ZA
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