Inquiry-based teaching approaches have been recommended by scholars in science education as being progressive to give learners variety of opportunities for learners to engage on what scientists do when they explore the environment or phenomena occurring in the environment around them. Inquiry-based approaches are therefore viewed in this study as means to promote active learning, critical thinking, problem solving, and learners’ engagement with scientific concepts. Therefore, teachers’ views on the implementation of inquiry-based approaches alongside their understanding how to enact these approaches, as well as their attitudes towards the instructional practices has been a subject of discussion in the STEM disciplines. Using interpretivist paradigm, this study used a case study research design. Four teachers have been purposively sampled, with two teachers teaching Physical Sciences and two, Life Sciences. Focused group interviews using semi-structured questions and in situ observations were used for data collection. All ethical considerations were attended to. The findings of the study were presented in themes and field notes. The findings from both sources of data highlighted the complexities integrating an inquiry-based approach into the science curricula. Furthermore, the study showed that some of the teachers do integrate IBA in their classrooms, example case-based in of the approaches that does not need many resources. These results relate to studies that have been conducted which argue that cases-based learning can pique learners’ interest and engagement, the relatable nature of cases makes learning more enjoyable and promotes active participation in the learning process.

Keywords: Inquiry Based Approaches (IBA), Physical Sciences, Life Sciences, teachers, STEM disciplines.