Perceptions of Greek Secondary Education Teachers Regarding Inquiry-Based Learning

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Published: Apr 19, 2026
DOI: https://doi.org/10.12681/codiste.9904
Keywords:
teachers' perceptions inquiry-based learning
Emmanouil Kousloglou
Secondary Education, Aristotle University of Thessaloniki
https://orcid.org/0000-0003-4757-8996
Eleni Petridou
Aristotle University of Thessaloniki
https://orcid.org/0009-0009-4195-9385
Anastasios Zoupidis
Democritus University of Thrace
Anastasios Molohidis
Aristotle University of Thessaloniki
https://orcid.org/0000-0002-5710-8499
Euripides Hatzikraniotis
Aristotle University of Thessaloniki
https://orcid.org/0000-0002-9516-4037
Abstract

Inquiry-Based Learning (IBL) is an effective teaching method in Science Education. However, its practical implementation faces numerous challenges. Understanding the challenges and advantages highlighted by educators is critical for its promotion. This study quantitatively and qualitatively explores the perceptions of Greek Science educators regarding the IBL method. The findings indicate that educators value the collaborative nature of inquiry-based learning, but the implementation of exploratory processes and the replicability of experiments remain limited. Educators proposed solutions such as professional development, reduction of curriculum content, and improvement of laboratory conditions.

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