Stakeholders’ perceptions on student’s engagement and learning using inquiry-based learning in science education

The purpose of this research is to explore the effectiveness of inquiry-based learning in terms of engaging primary, middle, and secondary school students in science education. The topic is in response to an observed decline in scientific interest and vocation for scientific studies and a significant decline in the number of students who choose to study academic programs in mathematics and sciences such as physics, posing a significant threat to society's future. Students who have a negative attitude towards science education may not have a broad background in scientific topics, makes it challenging for them to comprehend new information. How might this problem be addressed? The goal of the Australian curriculum is to help all young Australians to become successful learners, confident and creative individuals, and to become active and informed citizens. Within the Australian curriculum, the General Capabilities is presented as a key foundation in developing cognitive skills complemented by life skills, including critical thinking, problem-solving, communication, and teamwork, which are increasingly valued by society. Development of these general capabilities has been linked to inquiry-based learning. The use of facilitated inquiry-based learning (IBL) has been shown to be effective in developing student confidence and academic performance and is gaining popularity in recent decades because of its significant outcomes for all students.