The doctoral dissertation in the field of Education will be examined at the Philosophical Faculty.
What is the topic of your doctoral research? Why is it important to study the topic?
My doctoral research examines the implementation of Inquiry-Based Science Fieldwork (IBSF) in Namibian primary schools, focusing on students’ perceptions of learning skills, achievement, attitudes and support experiences. The study investigates how students experience science when they actively explore and investigate their natural environment rather than relying mainly on teacher-centred instruction.
The topic is important because science education plays a critical role in developing students’ scientific knowledge, critical thinking, problem-solving, communication, and collaboration skills. Although inquiry-based approaches provide opportunities for authentic and experiential learning, their successful implementation can be influenced by teachers, peers, learning environments. Understanding these factors is particularly important in the Namibian context, as it can provide valuable evidence to inform science teaching, teacher education, and educational practice.
What are the key findings or observations of your doctoral research?
The empirical study comprised three sub-studies examining students’ learning skills, achievement, attitudes and support experiences during Inquiry-Based Science Fieldwork (IBSF). Sub-study I found that students reported positive to fairly positive perceptions of learning skills under IBSF, compared with very negative to negative perceptions under the teacher-centred approach (TCA). The difference was statistically significant, suggesting that IBSF may provide better opportunities for developing science learning skills. Sub-study II found that students participating in IBSF demonstrated higher learning achievement, positive learning experiences, and stronger future engagement and valuing of IBSF. These findings suggest that IBSF can enhance students’ understanding of science and its relevance to their future. Sub-study III showed that students experienced greater difficulties with plants and ecosystems than with animals, mainly due to limited conceptual understanding, interest and familiarity. Teacher and peer support played an important role throughout the fieldwork, with support increasing as the process progressed.
Overall, the study highlights the value of well-guided IBSF in promoting learning skills, achievement, positive attitudes and hands-on scientific investigation. It recommends strengthening IBSF in Namibian science education through curriculum support, to help develop environmental awareness relevant to real-world challenges
How can the results of your doctoral research be utilised in practice?
The findings can be used to strengthen the implementation of IBSF in Namibian primary schools. Teachers can use the findings to provide appropriate guidance, cognitive scaffolding, peer collaboration and practical learning opportunities during fieldwork. Teacher educators can incorporate IBSF strategies into teacher preparation and professional development programmes.
The findings can also inform curriculum development and education policy by highlighting the importance of providing adequate resources and creating opportunities for authentic, experiential science learning. Schools can use the results to strengthen collaborative and field-based learning activities and support students who experience difficulties with particular science concepts.
What are the key research methods and materials used in your doctoral research?
The doctoral research employed a mixed-methods approach and was conducted in Namibian primary schools. The empirical research comprised three interconnected sub-studies involving Grade 7 students. The first sub-study used a questionnaire to examine students’ perceptions of science learning skills under Inquiry-Based Science Fieldwork (IBSF) and a teacher-centred approach (TCA). The second sub-study investigated students’ learning achievement and attitudes towards IBSF using achievement pre and post tests and attitude questionnaires, complemented by interviews. The third sub-study explored students’ experiences of challenging science content and the support they received from teachers and peers during guided IBSF through interviews.
The research instruments were piloted and refined before the main study. Quantitative data were analysed using descriptive and inferential statistical methods, while qualitative interview data were analysed through content and thematic analysis.
Is there something else about your doctoral dissertation you would like to share in the press release?
This doctoral research represents a meaningful connection between my academic journey in Finland and my professional and research experience in Namibia. It has allowed me to examine a practical educational challenge in my home country while contributing to international research on inquiry-based science education.
I hope the findings will encourage greater use of authentic, experiential and learner-centred approaches to science education in Namibia. More importantly, I hope the research will contribute to creating learning opportunities that enable students to become curious, confident and active participants in understanding science and their environment.
The doctoral defence in Joensuu marks an important milestone in my academic journey and an opportunity to share research that has strong relevance to science education in Namibia and beyond.
Further information: Mirjam Ndaimehafo, Asilevi, [email protected], +264818465018
