Mapping the implementation of inquiry based learning in a provincial school

Abstract

Although IBSE practices lend themselves to implementing change in classroom practice, teachers are expected to face difficulties in their attempt to meet expected standards. This paper provides a brief description of an IBSE approach implemented in an idiosyncratic context of a remote underprivileged Greek village, as well as insights on students’ perceptions and teachers’ unsuccessful initial attempts to engage them. Quantitative and qualitative methods were employed to identify student perceptions and shed some light onto how they view the world of science, the role of their teachers and the impact of IBSE in their future career choices. We suggest that IBSE implementation should be consistent and continuous throughout secondary education as its impact on student perceptions of their own practices seems to be substantial.