Science teachers reflect on their inquiry-based practices : exploring the perceived benefits and challenges of the BC curriculum

This research explores inquiry-based teachers' perceptions of the benefits and challenges of the redesigned science curriculum implemented in British Columbia (BC) in 2016. A qualitative research methodology was used to gather data from six secondary science teachers identified as inquiry-based teachers. Participants identified the following benefits of the redesigned science curriculum: opportunities for relevant learning, increased student and teacher autonomy, enhanced student curiosity, and the inquiry-oriented framework of the new BC science curriculum. The participants' challenges included a lack of professional resources and support, as well as systemic barriers to inquiry-based teaching related to assessment and reporting, teacher mindset, and expectations for post-secondary. The practical implications that emerged from the findings call for further support for resources, professional development, and leadership at the school and district level to help implement the 2016 BC curriculum. These implications also highlight the systemic challenges within the current education system in BC. Several recommendations include resources that reflect the 2016 BC curriculum, reconsideration of the present frameworks for assessment and reporting in BC, and starting a critical conversation about the alignment of the current educational system in BC with the 2016 BC curriculum. ; inquiry-based learning ; 2016 BC curriculum ; secondary science teachers ; British Columbia ; inquiry-based teaching