Teachers' perceptions of inquiry-based learning in urban, suburban, township and rural high schools: The context-specificity of science curriculum implementation in South Africa

This study investigated the perceptions of physical sciences (physics and chemistry) teachers on the implementation of inquiry-based learning at a diversity of high schools in South Africa. The findings show that teachers at all locations of school have a positive perception of inquiry-based learning, with benefits for learners that include the development of experimental skills and making science more enjoyable. However, with regard to inquiry...