Abstract:

The research reported in this paper presents a case study of the enactment of scientific inquiry happening in two South African school science classrooms. Curriculum reforms in science education have emphasized of an inquiry-based approach to science teaching and learning. In South Africa, the importance that is given to inquiry-based learning is emphasised in Specific Aim 2 of the Curriculum and Assessment Policy Statement where is it stated that “Learners must be able to plan and carry out investigations as well as solve problems that require some practical ability” (Department of Basic Education, 2011, p.15). However, despite this goal there exists varying levels of inquiry implementation. This case study research describes and explores how in practice, two types of inquiry, namely a structured and an open inquiry unfold in grade 9 Natural Sciences classes. A structured inquiry is described as one where the teacher identifies the topic or area of interest, formulates the question, and provides the plan. The learner collects data, and draws a conclusion from the data collected. A guided investigation offers the learner more autonomy in that the learner here also plans the investigation for which the teacher has provided the questions. Thereafter, the learner collects the data and draws a conclusion. In an open investigation, the teacher only identifies the topic, and the learner has autonomy over the other stages of the investigation. The findings on the classification of inquiry reveal that learner autonomy is a defining feature of inquiry.

Keywords:

Scientific inquiry, school science, open inquiry, structured inquiry.