Educators’ views on IBL in science and factors affecting implementation : case study

Abstract

Research has positively reported the benefit and salience of the use of the Inquiry-Based Learning (IBL) pedagogy in science education. In fact, numerous policy documents, including Malta’s National Curriculum Framework, have highlighted IBL as the main pedagogy to be implemented within the science curricula. Nevertheless, it is yet to be widespread in Maltese schools. Therefore, the aim of this dissertation was to investigate educators’ views and experiences of IBL, and to identify any potential factors that affect its implementation. Due to the lack of studies carried out in this research area within local science classrooms, especially in fee-paying independent schools, this case study was carried out on an independent school in Malta. To obtain a more holistic picture of educator beliefs, interviews were conducted with the teachers from the school’s science department and with the two most senior members of the school’s administration. It was found that the current education system and factors such as assessment and content load were huge influencing factors for both administration and teachers. It also resulted in a difference of pedagogy choice between integrated and specialised science subjects (Biology, Chemistry, Physics) teachers. Whilst professional development courses regarding IBL are provided from time to time, teachers also expressed the need for more practical training. Overall, both administration and teachers were in favour of the use of IBL.