Teachers’ Perceptions of Inquiry-based Learning in Science Education: A Case of Selected Secondary Schools in Kirehe District, Rwanda

Abstract

This study sought to establish teachers’ reflections on the role of inquiry-based learning in science education. The study was quantitative in nature and used the descriptive research design. Data was gathered through a questionnaire containing closed ended items. Respondents were eighty-two science teachers from secondary schools in Kirehe District. It is concluded that the choice of appropriate teaching and learning approaches influences understanding in science education. Inquiry-based learning is effective for acquisition of practical skills and development of higher order thinking skills. However, shortage of continuous professional development impedes teachers’ implementation of the inquiry-based learning. The use of inquiry-based learning serves as a promising learning method to enhance learners’ understanding. It is recommended that school administrators should understand the 5-E model that governs the inquiry-based learning as one of the best teaching and learning approaches and collaborate with teachers to find out means and strategies that may stimulate the implementation of new teaching and learning approaches in science education. School administrators should regularly organize internal workshops and training of teachers on teaching and learning approaches.