Abstract:

This research explores the teachers’ perceptions on the development of learners’ science process skills through the implementation of inquiry-based approaches in Thabong primary schools in the Lejweleputswa District, South Africa. The literature review indicated that many researchers think that the inquiry-based approach was suitable and effective for the development of science process skills in primary schools. The study was conducted with natural sciences and technology, natural sciences, and mathematics teachers. Quantitative data were gathered through questionnaires. The results showed statistically significant relationship between the inquiry-based approaches and science process skills. The results also indicated that teachers knew the positive impact the inquiry-based approach has on the subject and on developing learners’ science process skills. The results also indicated that the teachers taught mainly the basic science process skills more than the integrated science process skills. Moreover, the results showed no impact on teachers’ responses pertaining to demographic variables such as age, gender, teaching experience and subject taught. However, the teachers indicated the obstruction factors that impacted on the effective and efficient implementation of the inquiry-based approaches in their classrooms.

Keywords:

Basic science process skills, inquiry-based approaches, inquiry-based science education, inquiry learning, inquiry teaching, integrated science process skills, science process skills.