Geography teachers' perceptions on the use of inquiry-based learning

Abstract

This multiple-case study investigates Grade 10 geography teachers’ perceptions on the use of inquiry-based-learning (IBL) in five high schools in Lesotho. Underpinned by interpretative research paradigm, the study followed a qualitative approach to gather data on the perceptions of ten geography teachers at the sampled schools. In-depth semi-structured interviews were used as the data gathering technique. The findings revealed that geography teachers have positive perceptions on the use of IBL. However, they have limited understanding of the approach as it applies to the teaching and learning of geography. The teachers indicated that one of the reasons for their reluctance on the use of IBL is the fact that they need to complete the syllabus within the specified time and have to prepare learners for the final examination which uses summative assessment and not engaging learners in activities of IBL. Based on the findings, it can be cocluded that Geography teachers in Lesotho are reluctant to use approaches of IBL in their teaching and one of their reasons being lack of knowledge on the aproaches of IBL in Geography teaching. Hence the study recommends in-service training of teachers on IBL and inclusion of guidelines on IBL in the geography syllabus in order to guide teachers, and the trimming of factual content in the said syllabus with the aim to accommodate the use of IB