Abstract:

Scientific Inquiry (SI) emphasizes the active engagement of learners in self-directed learning through investigations and is recommended as an effective approach to studying science. Teachers play a crucial role in structuring and guiding this learning process, which requires a solid understanding of the Nature of Scientific Inquiry (NOSI), including the characteristics and processes involved in scientific investigation. This understanding is essential, as teachers' conceptions of NOSI directly inform their instructional decisions and influence the quality of guidance they provide to learners. Literature suggests that both teachers and learners often hold naïve views about NOSI. However, there have been few studies comparing the perspectives of high school Life Sciences teachers and learners, particularly within the African context.

This qualitative case study compares the views of South African Life Sciences teachers and learners regarding NOSI, using the framework established by Lederman et al. This framework comprises eight aspects of the Nature of Science:
1. Scientific investigations begin with a question.
2. Scientific procedures are guided by the questions asked.
3. Investigations can follow multiple methods.
4. Explanations arise from data and prior knowledge.
5. Conclusions drawn from scientific investigations should be consistent with the collected data.
6. Scientists following the same procedures may not produce the same results.
7. Scientific data and scientific evidence are not the same.
8. Inquiry procedures can influence results.

Data were collected from four teachers and 45 learners through the Views About Scientific Inquiry (VASI) instrument and semi-structured interviews. The VASI instrument, developed and validated by Lederman et al., enables researchers to assess individuals’ understanding of the eight aspects of NOSI. A rubric was used to categorize teachers' and learners' views about NOSI into three levels:
- Naïve (N): The response is completely incorrect.
- Mixed (M): The response is partially correct and does not address all parts of the question.
- Informed (I): The response correctly addresses all parts of the question.

The findings revealed that learners predominantly held naïve views, while teachers exhibited a combination of naïve and mixed views, with very few informed perspectives. In addition, teachers emphasized the need for professional training in NOSI, and learners expressed a need for explicit instruction on the subject.

Keywords:

Scientific Inquiry, Nature of Scientific Inquiry, Science Education.