The Australian Curriculum and Inquiry-Based Learning in the Senior Secondary Science Classroom

de Ridder, Deborah Lea

The Australian Curriculum and Inquiry-Based Learning in the Senior Secondary Science Classroom

de Ridder, Deborah Lea

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Publication Type:: Thesis
Issue Date:: 2025

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Field	Value	Language
dc.contributor.author	de Ridder, Deborah Lea
dc.date.accessioned	2025-10-01T04:21:46Z
dc.date.available	2025-10-01T04:21:46Z
dc.date.issued	2025
dc.identifier.uri	http://hdl.handle.net/10453/190262
dc.description	University of Technology Sydney. Faculty of Arts and Social Sciences.	en_US.UTF-8
dc.description.abstract	This study researches the perceptions and practices of educators implementing Inquiry-Based Learning (IBL) in senior secondary science in New South Wales (NSW), Australia. The context of this study was the curriculum requirement named the ‘Depth Study’, which all NSW schools implemented in the Biology, Chemistry, Earth and Environmental Science and Physics courses. This research addresses a notable gap in the literature, as there has been limited exploration into how these curriculum requirements have been operationalised in practice. A systematic Grounded Theory Design (GTD) methodology situated within two study phases deeply interpreted the phenomena. Phase A of the study included semi-structured interviews of ten science education leaders. Phase B deeply investigated the practices of four expert teachers using multiple qualitative data sources. Qualitative data analysis involved thematic analysis to determine the interacting themes around the core concept of classroom pedagogical practice. Despite a reported positive perception of IBL, some educators in this study reported challenges implementing IBL. The expert teacher practices were used to derive a framework of practice and a suggested model for IBL pedagogical practice named the ‘Guided Inquiry Science Teaching’ model. After a further verification study this model has the potential to support pedagogical practice.	en_US.UTF-8
dc.format	Thesis (PhD)
dc.language.iso	en_US	en_US.UTF-8
dc.relation	https://opus.lib.uts.edu.au/bitstream/10453/190262/1/thesis.pdf
dc.rights	info:eu-repo/semantics/openAccess
dc.rights	The author owns the copyright in this thesis including all reproduction and reuse rights for the work. The work may not be altered without the permission of the copyright owner. Attribution is essential when quoting or paraphrasing from this thesis.
dc.rights	© 2025 Deborah Lea de Ridder
dc.rights	au.edu.uts.lib/cph
dc.title	The Australian Curriculum and Inquiry-Based Learning in the Senior Secondary Science Classroom	en_US.UTF-8
dc.type	Thesis
utslib.copyright.status	open_access	*

Abstract:

This study researches the perceptions and practices of educators implementing Inquiry-Based Learning (IBL) in senior secondary science in New South Wales (NSW), Australia. The context of this study was the curriculum requirement named the ‘Depth Study’, which all NSW schools implemented in the Biology, Chemistry, Earth and Environmental Science and Physics courses. This research addresses a notable gap in the literature, as there has been limited exploration into how these curriculum requirements have been operationalised in practice. A systematic Grounded Theory Design (GTD) methodology situated within two study phases deeply interpreted the phenomena. Phase A of the study included semi-structured interviews of ten science education leaders. Phase B deeply investigated the practices of four expert teachers using multiple qualitative data sources. Qualitative data analysis involved thematic analysis to determine the interacting themes around the core concept of classroom pedagogical practice. Despite a reported positive perception of IBL, some educators in this study reported challenges implementing IBL. The expert teacher practices were used to derive a framework of practice and a suggested model for IBL pedagogical practice named the ‘Guided Inquiry Science Teaching’ model. After a further verification study this model has the potential to support pedagogical practice.

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http://hdl.handle.net/10453/190262