Opportunities to integrate inquiry-based learning in Chemistry subject: evidence from secondary schools in Tanzania

Baraka Gaitan Luvanga; Wadrine Onael Maro; Selina Thomas Mkimbili

Authors

Baraka Gaitan Luvanga Department of Educational Psychology and Curriculum Studies, Mkwawa University College of Education, Iringa-Tanzania
Wadrine Onael Maro Department of Educational Psychology and Curriculum Studies, University of Dar es Salaam, Dar es Salaam
Selina Thomas Mkimbili Department of Educational Psychology and Curriculum Studies, Mkwawa University College of Education, Iringa-Tanzania

Keywords:

inquiry-based learning, scientific literacy, competencies, critical thinking, problem solving

Abstract

Inquiry-based learning (IBL) has been adopted globally as a student-centred approach to engage students in critical and innovative thinking. Creating an environment with opportunities for IBL has received little attention due to school contextual challenges. This study explored opportunities for integrating IBL into Chemistry subject. A qualitative research approach and a single case study design were employed. A sample of six teachers and thirty-two students was purposively selected. Data was collected through interviews, Focus Group Discussions (FGDs), classroom observations, and documentary review and analysed thematically. Findings revealed that opportunities for implementing IBL include performing practical activities, conducting discussions and presentations, and questioning and answers. This study recommends continued integration of inquiry activities in learning to cultivate the development of critical thinking skills.