Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment
Marta Romero-Ariza 1, Antonio Quesada 1, Ana Maria Abril 1, Peter Sorensen 2, Mary Colette Oliver 2 *
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1 University of Jaen, SPAIN2 University of Nottingham, UK* Corresponding Author


Inquiry pedagogies provide opportunities to meet learning outcomes linked to developing scientific literacy. Within a European project intended at promoting Inquiry Based Learning (IBL), this paper presents quantitative and qualitative data about teachers’ views of IBL and its enactment in England and Spain. Results show that teachers in both countries hold positive views based on benefits to students and science learning and perceive important systemic and personal barriers to the successful implementation, even after decades of political efforts. Teachers express frustration with the lack of time, teaching resources, classroom management and the demands of curriculum delivery, assessment and accountability. There is an emphasis on hands-on activities and students’ motivation but no stress on cognitive and epistemic aspects, showing views not well aligned with current understanding of the type of inquiry that best support learning. Implications for research and practice suggest that there is still a need to expand knowledge about how to support teachers in making the most of this pedagogy.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2020, Volume 16, Issue 1, Article No: em1793


Publication date: 07 Sep 2019

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