Inquiry-Based Learning: Perspectives of Elementary Teachers

Abstract

The purpose of this phenomenological study was to explore the experiences of elementary teachers on inquiry-based learning in New Corella District, Division of Davao del Norte. This also probed their coping mechanisms from the challenges they encountered, and their insights drawn from the findings of this study. Qualitative–phenomenological study was employed in exploring the views of the ten (10) elementary teachers of which primary instrument of data gathering was through in- depth interview. Major findings revealed that in exploring the experiences of teachers in inquiry-based learning in science, the major themes were professional development and support, student engagement and motivation, and assessment and accountability. Further, the challenges inherent in implementing inquiry-based learning in science classrooms necessitated the development of effective coping mechanisms by teachers. To sum it up, the major themes on the participants’ coping mechanisms were differentiation and personalization, technology integration, and community engagement and real-world connections. Finally, the three major themes relative to the perceptions of the participants were shift in student engagement and interest, challenges and opportunities for professional growth, and impact on deep learning and critical thinking. The perceptions of teachers using inquiry-based learning in science unveiled a rich tapestry of insights that shaped their understanding of this pedagogical approach. The implications of research on inquiry-based learning in science education extended far beyond the confines of individual classrooms, carrying significant relevance for educational policy, professional development initiatives, and the broader landscape of science education. The findings from such research had the potential to inform curriculum design, offering insights into effective strategies for integrating inquiry-based approaches into existing frameworks.