In-Service Science Teachers’ Understanding and Classroom Implementation of Inquiry-Based Teaching in Turkey: A Multi-Case Qualitative Study.
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| Title: | In-Service Science Teachers’ Understanding and Classroom Implementation of Inquiry-Based Teaching in Turkey: A Multi-Case Qualitative Study. |
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| Authors: | Senler, Burcu1 bsenler@mu.edu.tr |
| Source: | Science Education International. 2026, Vol. 37 Issue 1, p39-46. 8p. |
| Subject Terms: | *Inquiry-based learning, *Science teachers, *Curriculum alignment, *Qualitative research, *Middle school education, *Lesson planning, Capacity building |
| Geographic Terms: | Türkiye |
| Abstract: | This study examines how in-service middle school science teachers in Turkey conceptualize and implement inquiry-based teaching (IBT) within an examination-driven, centralized system. Employing a qualitative multi-case design, five teachers were purposively selected, and data were triangulated through semi-structured interviews and extended classroom observations. The findings indicate that while teachers value IBT for fostering questioning, evidence-based reasoning, and collaboration, their enactment is constrained by high-stakes examinations, rigid pacing guides, limited laboratory resources, and episodic professional development. Teachers reported adapting by blending inquiry with test-oriented routines, narrowing investigations, and relying on informal peer support to address material and time constraints. Cross-case synthesis reveals an implementation gap between policy rhetoric and everyday practice, sustained by misalignment across curriculum, assessment, and professional learning. The study provides a comprehensive, context-sensitive account of how teachers interpret and negotiate IBT under structural pressures, offering analytic insights that are transferable to similarly centralized systems. Closing this gap requires coherent assessment policies that reward investigative practices, sustained, job-embedded professional learning, and the equitable provision of laboratories, consumables, and manageable class sizes. By foregrounding teachers’ voices alongside observed practice, the study advances understanding of the practical conditions under which IBT can transition from aspiration to routine classroom reality across diverse regions and comparable systems worldwide. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education International is the property of Science Education International 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193379694 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: In-Service Science Teachers’ Understanding and Classroom Implementation of Inquiry-Based Teaching in Turkey: A Multi-Case Qualitative Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Senler%2C+Burcu%22">Senler, Burcu</searchLink><relatesTo>1</relatesTo><i> bsenler@mu.edu.tr</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education+International%22">Science Education International</searchLink>. 2026, Vol. 37 Issue 1, p39-46. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inquiry-based+learning%22">Inquiry-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+alignment%22">Curriculum alignment</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+education%22">Middle school education</searchLink><br />*<searchLink fieldCode="DE" term="%22Lesson+planning%22">Lesson planning</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+building%22">Capacity building</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Türkiye%22">Türkiye</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines how in-service middle school science teachers in Turkey conceptualize and implement inquiry-based teaching (IBT) within an examination-driven, centralized system. Employing a qualitative multi-case design, five teachers were purposively selected, and data were triangulated through semi-structured interviews and extended classroom observations. The findings indicate that while teachers value IBT for fostering questioning, evidence-based reasoning, and collaboration, their enactment is constrained by high-stakes examinations, rigid pacing guides, limited laboratory resources, and episodic professional development. Teachers reported adapting by blending inquiry with test-oriented routines, narrowing investigations, and relying on informal peer support to address material and time constraints. Cross-case synthesis reveals an implementation gap between policy rhetoric and everyday practice, sustained by misalignment across curriculum, assessment, and professional learning. The study provides a comprehensive, context-sensitive account of how teachers interpret and negotiate IBT under structural pressures, offering analytic insights that are transferable to similarly centralized systems. Closing this gap requires coherent assessment policies that reward investigative practices, sustained, job-embedded professional learning, and the equitable provision of laboratories, consumables, and manageable class sizes. By foregrounding teachers’ voices alongside observed practice, the study advances understanding of the practical conditions under which IBT can transition from aspiration to routine classroom reality across diverse regions and comparable systems worldwide. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education International is the property of Science Education International 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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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.33828/sei.v37.i1.4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 39 Subjects: – SubjectFull: Inquiry-based learning Type: general – SubjectFull: Science teachers Type: general – SubjectFull: Curriculum alignment Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Middle school education Type: general – SubjectFull: Lesson planning Type: general – SubjectFull: Capacity building Type: general – SubjectFull: Türkiye Type: general Titles: – TitleFull: In-Service Science Teachers’ Understanding and Classroom Implementation of Inquiry-Based Teaching in Turkey: A Multi-Case Qualitative Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Senler, Burcu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1450104X Numbering: – Type: volume Value: 37 – Type: issue Value: 1 Titles: – TitleFull: Science Education International Type: main |
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