Inquiry-based learning in science classes: challenges and benefits

Abstract

This article aims to investigate the way sciences are taught in Romanian schools and to find out whether inquiry-based learning is frequently used.  For this purpose, TIMSS data collected in 2019 has been used. The participants were 610 science teachers, from 194 schools, situated in different regions of the country. The research demonstrated that most teachers (422 respondents) involve their students in scientific experiments occasionally. Considering such findings, we also conducted a qualitative research in our attempt to identify the possible reasons why teachers are reluctant to use the investigative method. This interview-based study was held at a school where students are annually involved in inquiry-based science projects. The participants were science and primary school teachers who implemented such learning activities. The aim was to identify the perceived challenges teachers deal with in inquiry-based science activities and the way such activities benefit their students.  The main challenge teachers face is that inquiry-based learning is time consuming. The lack of practical skills and the students’ inability to identify laboratory equipment also prove problematic. Teachers also refer to issues related to the unpredictability of learning through inquiry and class management challenges associated with this type of learning.