Date of Conferral
5-22-2025
Date of Award
May 2025
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Glenn Penny
Abstract
The research problem for this study was that teachers are inconsistent in using inquiry-based instruction in secondary science classrooms. Guided by Vygotsky’s theory of constructivism, the purpose of this basic qualitative study was to explore teachers’ perspectives of the obstacles to implementing inquiry-based instruction in secondary science classrooms and what they believe will be needed to allow them to overcome these obstacles. Semistructured interviews were conducted with 10 certified, current Grade 8 to 12 teachers within the United States who had experience and familiarity with inquiry-based instruction. The data were analyzed through thematic analysis with open coding. The five themes that emerged from participant responses centered on structural barriers, resistance from traditional teaching methods, student empowerment through inquiry-based approaches, benefits of collaborative learning environments, and the necessity for comprehensive professional development with implementation support. The findings revealed a tension between traditional teaching approaches and scientific learning demands, highlighting systemic structural barriers. These findings also identified inadequate resources, ineffective professional development, and standardized testing pressures that create a resistance to change. The recommendations for future study included clarifying stakeholder roles, increasing mandatory professional development, and integrating weekly inquiry-based lessons into secondary science curricula. This study promotes positive social change by empowering educational stakeholders to transform science education through improved curricula and implementation strategies that foster student ownership, develop real-world skills, and prepare students for future success.
Recommended Citation
Gonzales, Gabrielle, "Teachers’ Perspectives on the Obstacles to Implementing Inquiry-Based Learning in Secondary Science Classrooms" (2025). Walden Dissertations and Doctoral Studies. 17835.
https://scholarworks.waldenu.edu/dissertations/17835
