Are We Doing it Right? Exploring Inquiry in Primary Science Practical Work in Rural South Africa

Practical work, by this we mean hands-on activities, demonstrations, and investigations in which students actively engage with materials and phenomena to develop scientific understanding. It is widely acknowledged as a key component of meaningful science learning. Yet, concerns persist about whether such practical work is implemented in ways that genuinely promote inquiry. This study investigates how Natural Sciences teachers in rural South African primary schools (Grades 4–9) plan and deliver practical work and examines the extent to which their practices reflect features of inquiry-based learning. Drawing on the 5E instructional model, data were collected from 15 teachers through semi-structured interviews, classroom observations, and lesson documents. Thematic analysis was conducted deductively using the phases of the 5E model to structure and interpret findings. Results revealed significant variation in how teachers conceptualized and enacted practical work. While some teachers made efforts to align their lessons with the 5E phases, particularly in the Engage and Explore stages, many struggled to sustain inquiry across all phases, often due to limited resources, time constraints, and entrenched teacher-led practices. The Explain and Elaborate phases were frequently compressed or omitted, reducing opportunities for deeper learner reflection and application. The findings highlight critical gaps between planning and enactment, as well as between the intended and experienced curriculum. This study contributes to the literature by offering an understanding of practical work implementation through a theoretically grounded lens, and it provides implications for how science teacher educators might support more coherent, inquiry-oriented instructional practices in resource-constrained environments.