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

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.