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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.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the article emphasize inquiry-based learning in science education?","Question",{"text":63,"@type":64},"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.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does IBL improve students’ learning and capabilities according to the article?",{"text":68,"@type":64},"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.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the article’s main reason for focusing on the theoretical foundations of IBL?",{"text":72,"@type":64},"It argues that African science educators must understand core theoretical principles to implement science curricula effectively and to draw on underlying theories when 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Perspectives for a Global Competent Citizenry  \nArticle 4  \n2025  \nUnderstanding the Theoretical Foundations of Inquiry-Based Learning: Pivot For Productive Science Education in Africa  \nClara Dumebi Moemeke  \nUniversity of Delta, Agbor, Nigeria, [clara.moemeke@unidel.edu.ng](clara.moemeke@unidel.edu.ng)  \nJoy Nkiruka Chukwunenye  \nAlvan Ikoku Federal University Of Education, Owerri, Nigeria, [Joy.chukwunenye@alvanikoku.edu.ng](Joy.chukwunenye@alvanikoku.edu.ng)  \nNasrudeen Ayinde Malik  \nOsun State University, Osogbo, Nigeria, [ayinde.malik@uniosun.edu.ng](ayinde.malik@uniosun.edu.ng)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)  \n 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  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nMoemeke, 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,\"  \nEducational Considerations: Vol. 50: No. 3. [https://doi.org/10.4148/0146-9282.2446](https://doi.org/10.4148/0146-9282.2446)  \n[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).  \nUnderstanding the Theoretical Foundations of Inquiry-Based Learning: Pivot For Productive Science Education in Africa  \nCover Page Footnote  \nWe acknowledge all earlier authors whose works, ideas, and understanding provided background for this paper.  \nThis article is available in Educational Considerations: [https://newprairiepress.org/edconsiderations/vol50/iss3/4](https://newprairiepress.org/edconsiderations/vol50/iss3/4)  \nUnderstanding the Theoretical Foundations of InquiryBased Learning: Pivot for Productive Science Education in Africa  \nClara DumebiMoemeke, Joy Nkiruka Chukwunenye, and Nasrudeen Ayinde  \nMalik  \nIntroduction  \nImproving science teaching and learning has been the desire of all practitioners and science  \npolicymakers for a long time now. This is because effective science teaching is the bedrock for  \nscience and technological development in all nations. Countries that effectively imbibed the  \nscientific culture are envied by other nations. This culture is only possible if science is taught and  \nlearned as a process of investigation anchored on inquiry (Wale & Bishaw, 2020; Oguz &  \nAybars, 2019). Instead of passively receiving information, students are encouraged to ask  \nquestions, design investigations, gather and analyze data, and construct their understanding of  \nscientific concepts. This idea rests on the understanding that humans are exploratory, and when  \nplaced in real-world problem situations, can think critically and make meanings out of their  \nexperiences (Wale & Bishaw, 2020; Minner, et al., 2010) . Since science is a real-world activity,  \nthe application of inquiry-based learning (IBL) could therefore foster and refine the natural  \nabilities of students to learn science.  \nWhile learning science, students are often involved in hands-on experiments, open-","cbCaig5esYuWQ7DE","https://ap.wps.com/l/cbCaig5esYuWQ7DE","pdf",418847,23,"English","# Introduction\n## Inquiry-based learning as investigation\n## Skills and outcomes supported by IBL\n## Need for theoretical grounding in African science curricula\n## Potential value for educators and practitioners","[{\"question\":\"Why does the article emphasize inquiry-based learning in science education?\",\"answer\":\"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.\"},{\"question\":\"How does IBL improve students’ learning and capabilities according to the article?\",\"answer\":\"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.\"},{\"question\":\"What is the article’s main reason for focusing on the theoretical foundations of IBL?\",\"answer\":\"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.\"}]","Understanding the Theoretical Foundations of Inquiry-Based Learning - Pivot For Productive Science Education in Africa | PDF",1792094433,58]