Cambodian students’ and teachers’ perceptions of inquiry-based learning applied in physics classrooms at an upper-secondary level
DOI:
https://doi.org/10.62037/cjer.2022.02.02.03Keywords:
Inquiry-based learning, physics classrooms, perceptions, positive outcomes, challengesAbstract
This study was conducted to understand the practice of inquiry-based learning (IBL) in physics classrooms. The study was conducted in a high school in Phnom Penh with 11 participants. A qualitative research design was employed involving semi-structured interviews. The results of this study showed that, regardless of the challenges, the teachers who taught physics were convinced of the value of IBL as it contributed to developing students’ knowledge and reducing their reliance on their teachers for answers. Students also enjoyed learning through this approach because it helped them understand scientific phenomena, scientific process skills, and soft skills. This study recommends that future studies should be conducted to observe or teach students using IBL to promote their learning outcomes.
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