<p>The attached thesis consists of a literature review of inquiry-based learning levels and two studies examining the impact of inquiry-based learning levels on student engagement, interest, and motivation in an animal science context. </p>

Introduction of the thesis deals with inquiry-based science learning - from the level of research to its evaluation. The following practical advice summarize information about the possibilities of obtaining natural material for teaching, creating permanent diatom preparations and examples of suitable determination literature for teachers. The main part of this work presents 12 elaborated study materials for research teaching method divided into five phycologically oriented topics: (1) cyanobacterial and algal physiology, (2) biodiversity of standing waters, (3) algae defense mechanisms, (4) cyanobacteria and algae like bioindicators, (5) substances in cyanobacteria and algae and their importance for humans. Individual study materials contain information on the level of research, methodological guidance for teachers with a theoretical basis and introductory questions to motivate students, as well as a recording sheet for students and, in conclusion, own proposed solution for teachers. Another part of this thesis is a comparison of inquiry-based science learning with frontal education, which is done by didactic test.

This study investigated the implementability of the French La main à la pâte (LAMAP) inquiry-based science education (IBSE) programme in the South African context. An interpretative, qualitative multiple-case study design was utilised to elicit the voices of both young children-as-scientists engaged in scientific inquiry and student teachers who facilitated science education following the LAMAP approach. The conceptual framework integrated contemporary perspectives on childhood, theory theory and constructivist theory concepts and IBSE. Three conveniently sampled schools in an urban setting were purposively selected as cases, with 70 Grade 1 to Grade 3 children and three student teachers as participants. The findings of the study indicate that the children engaged in IBSE as natural scientists, displaying the cognitive capacity to think, act and learn like real scientists in the context of their classrooms. Engaging in science within a community of scientists, and being physically and mentally active in the knowledge construction process furthermore shaped children’s sense of agency and identity as scientists. The findings furthermore indicate that implementing IBSE contributed to shaping student teachers’ professional identity as science teachers for young children. As young scientists-in-waiting children are, however, dependent on researchers, higher education institutions concerned with teacher training, decision-makers and the broader education community to mobilise and sustain their potential for being and becoming scientists. The findings of the study resulted in a framework proposing guidelines on multi-levels for IBSE implementation in the South African Foundation Phase classroom context. / Thesis (PhD)--University of Pretoria, 2017. / The National Research Foundation Sabbatical Grant for Doctoral Studies / The University of Pretoria Vice-Chancellor's Academic Grant Programme / Educational Psychology / PhD / Unrestricted