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Teaching Experiences Connected To The Implementation Of Inquiry-Based Practical Work In Primary Science Classrooms.

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Title: Teaching Experiences Connected To The Implementation Of Inquiry-Based Practical Work In Primary Science Classrooms.
Authors: Photo, Patricia1 (AUTHOR) photop@unisa.ac.za
Source: Research in Science Education. Dec2025, Vol. 55 Issue 6, p1493-1516. 24p.
Subject Terms: *Science education, *Teaching experience, *Beginning teachers, *Inquiry-based learning, *Qualitative research, *Teacher training, Thematic analysis
Geographic Terms: Gauteng (South Africa)
Abstract: This study investigates how teaching experience influences the design and implementation of inquiry-based practical work in South African primary science classrooms. Conducted in Gauteng, it features two novice and two experienced teachers, employing a qualitative approach with interpretive principles. Thematic analysis was utilized to analyse data collected from the interviews, classroom observations and worksheets. Findings reveal that novice teachers demonstrate competence in foundational aspects but have the potential for growth in fostering deeper inquiry, resource integration, and safety protocol incorporation. In contrast, experienced teachers exhibit proficiency in advanced inquiry practices, comprehensive lesson planning, and effective group management. Novice teachers tend towards confirmatory and structured inquiry, while experienced teachers use direct and open inquiry strategies. Both groups integrate formative assessments, emphasizing continuous assessment in the evaluation phase. The study contributes insights for targeted professional development, emphasizing the need to enhance science education practices in primary classrooms. Further research is recommended, particularly in resource-constrained primary schools. [ABSTRACT FROM AUTHOR]
Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: This study investigates how teaching experience influences the design and implementation of inquiry-based practical work in South African primary science classrooms. Conducted in Gauteng, it features two novice and two experienced teachers, employing a qualitative approach with interpretive principles. Thematic analysis was utilized to analyse data collected from the interviews, classroom observations and worksheets. Findings reveal that novice teachers demonstrate competence in foundational aspects but have the potential for growth in fostering deeper inquiry, resource integration, and safety protocol incorporation. In contrast, experienced teachers exhibit proficiency in advanced inquiry practices, comprehensive lesson planning, and effective group management. Novice teachers tend towards confirmatory and structured inquiry, while experienced teachers use direct and open inquiry strategies. Both groups integrate formative assessments, emphasizing continuous assessment in the evaluation phase. The study contributes insights for targeted professional development, emphasizing the need to enhance science education practices in primary classrooms. Further research is recommended, particularly in resource-constrained primary schools. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11165-025-10235-3
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        Text: English
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              Text: Dec2025
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