Understanding the Theoretical Foundations of Inquiry-Based Learning - Pivot For Productive Science Education in Africa

Oct 15, 2026

Uploaded by dawugda

The article examines the theoretical foundations of inquiry-based learning (IBL) as a practical pivot for productive science education in Africa. It argues that effective science teaching depends on inquiry as investigation rather than passive reception, enabling learners to ask questions, design studies, gather and analyze data, and build conceptual meanings. The discussion highlights how IBL aligns with the iterative nature of science and supports motivation, communication, hypothesis formulation, and evidence-based understanding across African classrooms.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Introduction

Inquiry-based learning as investigation

Skills and outcomes supported by IBL

Need for theoretical grounding in African science curricula

Potential value for educators and practitioners

Educational Considerations Volume 50 Number 3 Exploring African Education, Innovative Solutions, and Diverse Perspectives for a Global Competent Citizenry Article 4 2025 Understanding the Theoretical Foundations of Inquiry-Based Learning: Pivot For Productive Science Education in Africa Clara Dumebi Moemeke University of Delta, Agbor, Nigeria, [clara.moemeke@unidel.edu.ng](clara.moemeke@unidel.edu.ng) Joy Nkiruka Chukwunenye Alvan Ikoku Federal University Of Education, Owerri, Nigeria, [Joy.chukwunenye@alvanikoku.edu.ng](Joy.chukwunenye@alvanikoku.edu.ng) Nasrudeen Ayinde Malik Osun State University, Osogbo, Nigeria, [ayinde.malik@uniosun.edu.ng](ayinde.malik@uniosun.edu.ng) Follow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations) Part of the Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Science and Mathematics Education Commons, and the Teacher Education and Professional Development Commons This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Moemeke, Clara Dumebi; Chukwunenye, Joy Nkiruka; and Malik, Nasrudeen Ayinde (2025) "Understanding the Theoretical Foundations of Inquiry-Based Learning: Pivot For Productive Science Education in Africa," Educational Considerations: Vol. 50: No. 3. [https://doi.org/10.4148/0146-9282.2446](https://doi.org/10.4148/0146-9282.2446) [This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[ ](This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in)[Educational Considerations by an authorized administrator of New Prairie Press. For more information](Educational Considerations by an authorized administrator of New Prairie Press. For more information), please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu). Understanding the Theoretical Foundations of Inquiry-Based Learning: Pivot For Productive Science Education in Africa Cover Page Footnote We acknowledge all earlier authors whose works, ideas, and understanding provided background for this paper. This article is available in Educational Considerations: [https://newprairiepress.org/edconsiderations/vol50/iss3/4](https://newprairiepress.org/edconsiderations/vol50/iss3/4) Understanding the Theoretical Foundations of InquiryBased Learning: Pivot for Productive Science Education in Africa Clara DumebiMoemeke, Joy Nkiruka Chukwunenye, and Nasrudeen Ayinde Malik Introduction Improving science teaching and learning has been the desire of all practitioners and science policymakers for a long time now. This is because effective science teaching is the bedrock for science and technological development in all nations. Countries that effectively imbibed the scientific culture are envied by other nations. This culture is only possible if science is taught and learned as a process of investigation anchored on inquiry (Wale & Bishaw, 2020; Oguz & Aybars, 2019). Instead of passively receiving information, students are encouraged to ask questions, design investigations, gather and analyze data, and construct their understanding of scientific concepts. This idea rests on the understanding that humans are exploratory, and when placed in real-world problem situations, can think critically and make meanings out of their experiences (Wale & Bishaw, 2020; Minner, et al., 2010) . Since science is a real-world activity, the application of inquiry-based learning (IBL) could therefore foster and refine the natural abilities of students to learn science. While learning science, students are often involved in hands-on experiments, open-

FAQs

Why does the article emphasize inquiry-based learning in science education?

It presents IBL as inquiry anchored in investigation, where students ask questions, design and conduct studies, and use evidence to construct understanding rather than receiving information passively.

How does IBL improve students’ learning and capabilities according to the article?

IBL is linked to better understanding of science concepts and the development of communication skills, data analysis ability, and hypothesis formulation, while increasing motivation and active engagement.

What is the article’s main reason for focusing on the theoretical foundations of IBL?

It argues that African science educators must understand core theoretical principles to implement science curricula effectively and to draw on underlying theories when designing and structuring instruction.

Oct 15, 2026

Uploaded by dawugda