Challenges in implementing inquiry-based learning (IBL) in physics classroom

Abstract

Inquiry based learning (IBL) is a learning approach that has been advocated for science education especially in Physics education. Based on the social constructivist view, the role of teachers is crucial in guiding and helping the students to construct their own knowledge. Although the use of IBL has been proven to impact positively on the students' achievement, interest, conceptual understanding and 21st century skills, there is still a lack of implementation of IBL in Physics classrooms. This study explored the challenges faced by Physics teachers in implementing IBL using qualitative inquiry approach. Three Physics teachers from different schools participated in this study through semi-structured interview. The findings showed that the Physics teachers faced both intrinsic (lack of experience and lack of pedagogical content knowledge) and extrinsic challenges (students' lack of self-efficacy in using IBL, time restrictions, and limited resources) in using IBL to teach Physics. They are still struggling in implementing IBL due to the challenges. Hence, paradigm shift, training and supports on practice of IBL should be given to Physics teachers through professional development to overcome the challenges.