Inquiry-based Learning in Natural Science: Teaching Performance at Saint Úrsula Catholic Affiliate Basic School Baucau, Timor-leste

The shift toward student-centred learning has become a global educational priority, particularly in science education, to foster critical thinking, inquiry skills, and learner autonomy. In line with this, the 2014 National Basic Education Curriculum of the Democratic Republic of Timor-Leste (RDTL) emphasizes the importance of Inquiry-Based Learning (IBL) as a core instructional method. However, many schools in the country continue to face challenges in effectively applying this approach, due to limitations in teacher preparation and professional development. This research examines how Natural Science teachers at Saint Úrsula Catholic Affiliate Basic School implement the Inquiry-Based Learning Method in their teaching practices. Specifically, the study aims to observe how these teachers integrate this method into their Natural Science classes through their instructional performance. The study involves five Natural Science teachers from the school as research participants. A qualitative descriptive approach is employed for data collection, incorporating structured individual interviews and classroom observations to gain insights into teaching practices. Aligned with the study’s objectives, the research evaluates the application of the Inquiry-Based Learning Method, focusing on the extent to which it aligns with curriculum expectations and promotes active student engagement. Findings reveal that Natural Science teachers at Saint Úrsula Catholic Affiliate Basic School possess limited knowledge of the Inquiry-Based Learning Method, which poses significant challenges in effectively implementing it within their teaching practices. The results highlight a need for more targeted teacher training and support systems to bridge the gap between curriculum goals and actual classroom practice.