The use of guided inquiry-based learning (GIBL) in a manner designed to challenge individual students' unscientific conceptions of science, has been researched widely. However, few (if any) studies have investigated the implementation of GIBL in a manner designed to challenge the fundamental patterns of students' context-dependent unscientific…

Research findings show that inquiry-based science education has positive effects in improving learning of both science content knowledge and scientific inquiry (SI) skills. As a result, various science curricula, including that of Namibia, recommend the use of an inquiry-based approach in science teaching. However, the implementation of an…

Within the science education community, it is widely accepted that quality science instruction is focused on knowledge construction and inquiry. The Ghanaian education system has many hallmark issues that inhibit such instruction, however, including a pervasive teacher-centred pedagogy, lack of laboratory materials, and minimal support systems for…

Physical sciences teachers in low-quintile South African schools avoid the use of inquiry on the grounds of inefficiency and ineffectiveness for test preparation. This avoidance is consistent with the view that the high cognitive load inquiry offers to extreme novices such as these learners may be prohibitive. Given the purported benefits of…