A comparative study of teachers’ conceptualisations and enactment of inquiry-based science education
Bibliographic Data
| ID | 21589243 |
|---|---|
| Authors | Solveig Karlsen (0000-0002-6516-6576, UiT The Arctic University of Norway, corresponding author), Magdalena Kersting (0000-0003-3568-8397, University of Copenhagen), Marianne Ødegaard (0000-0003-1884-2815, University of Oslo), Magne Olufsen (0000-0003-1401-6786, UiT The Arctic University of Norway), Mai Lill Suhr Lunde (0000-0001-5487-4182, OsloMet – Oslo Metropolitan University), Marit Kjærnsli (0000-0002-8387-1869, University of Oslo) |
| Year | 2025 |
| Pages | 1-31 |
| Publication date | 2025-09-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2547411 |
| OpenAlex | W4414508605 |
| Language | EN |
| References cited | 33 |
Inquiry-based science education (IBSE) is widely championed as an effective instructional approach, with teachers being key agents in its implementation. While substantial research exists on students’ learning outcomes in IBSE, the relationship between teachers’ conceptions of IBSE and their classroom implementation remains unclear. This study addresses this gap by comparing teachers’ expressed understandings and enactments of inquiry practices through semi-structured interviews and classroom observations of six science teachers (three primary and three lower-secondary). Combining thematic analysis of interview data with video analysis of 24 lessons (four for each teacher) using an observation manual, we find varied conceptions of IBSE among the teachers that only partially align with their classroom practices. We identify two alignment challenges: student autonomy versus teacher-provided structure and implicit expectations versus explicit instructional strategies. These challenges constrain effective IBSE implementation and highlight challenges teachers face in aligning theoretical ideals with classroom realities. We argue that understanding these challenges is crucial for improving teacher training and professional development to realise the full potential of IBSE
Comparative education · Higher education · Science education · Science, technology, society and environment education · Scientific Literacy · Social science education · Teaching method · Diverse Educational Innovations Studies · Education and Critical Thinking Development · Science Education and Pedagogy
Searching for a common ground – A literature review of empirical research on scientific inquiry activities
Scaffolding and Achievement in Problem-Based and Inquiry Learning
Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Inquiry-Based Instruction and Teaching About Nature of Science
Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools
A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
The effects of teacher competence on student outcomes in elementary science education
Measure for Measure
Using thematic analysis in psychology
Phases of inquiry-based learning
Inquiry in science education
| Citation velocity | historical |
|---|---|
| Highly cited | No |