Abstract
The paper advocated for the adoption of inquiry-based learning (IBL) as a central instructional strategy in Biology education at the secondary and tertiary levels. Traditional teacher-centered methods often limited students’ engagement and critical thinking, whereas IBL fostered deeper conceptual understanding, scientific inquiry, and lifelong learning. Grounded in constructivist, sociocultural, and pragmatic educational theories, IBL emphasized active exploration, collaboration, and reflection. The paper highlighted the pedagogical benefits of IBL, such as enhanced scientific reasoning, motivation, and the development of 21st-century skills. Despite challenges like time constraints and the need for skilled facilitation, the long-term gains in student competence and scientific literacy made IBL a valuable approach. Ultimately, the paper suggested that Biology and other science educators and policymakers should prioritize IBL, as the approach better aligned science teaching with the nature of scientific practice and the needs of modern learners.
2025-08-04
Vol. 1 Issue No. 2 August 2025
Articles
Vol. 1 Issue No. 2 August 2025
/ ArticleLEARNING BIOLOGY THROUGH AN INQUIRY-BASED APPROACH: AN OVERVIEW OF BENEFITS AND CHALLENGES
MAGAMEE, Muhammad Abdulhameed
Department of Science Education, Usmanu Danfodiyo University, Sokoto
hameedmagams3005@gmail.com
MUAWIYA, Alhajidanda Musa
Department of Science Education, Usmanu Danfodiyo University, Sokoto
ALIYU, Faruku
Department of Science Education, Sokoto State University, Sokoto