Abstract:

In South Africa, especially in rural areas like Mmametlhake in Mpumalanga Province, educators frequently encounter difficulties when trying to apply learner-centred approaches such as inquiry-based learning (IBL) in Natural Science classes. This research seeks to assess how Grade 4 Natural Science educators implement inquiry-based learning techniques and the difficulties they face in the process. A qualitative research design was employed to gather data via focus group discussions with chosen Grade 4 Natural Science teachers from the Mmametlhake district. Results indicate that although educators broadly endorse the concepts of inquiry-based learning, its application in the classroom varies due to multiple limitations. These factors encompass inadequate training tailored to IBL techniques, sizable class sizes, limited science instructional resources, and time limitations within the curriculum. In certain situations, instructors return to teacher-centered teaching because of the pressure to complete the syllabus and students' restricted language skills. The research emphasizes the necessity for focused professional training on inquiry-based instruction and enhanced resources for rural schools to facilitate active learning. The results indicate that without ongoing assistance, the capacity of inquiry-based learning to improve students' scientific thinking will not be achieved. Future studies may investigate how school-centered mentorship initiatives or classroom coaching frameworks assist educators in implementing inquiry-based methods more efficiently.

Keywords:

Inquiry based learning, learning strategies, Natural Science, educators.