Integrating Inquiry-based Learning in the New Greek Primary Science Curriculum

This study explores how inquiry-based learning (IBL) is incorporated into the recently implemented Greek primary science curriculum, emphasizing the vital role that IBL plays in fostering students' scientific literacy and critical thinking. The study presents a framework that enriches learning environments through hands-on, inquiry-driven methods, drawing insights from successful practices in various European educational contexts. The curriculum reforms are designed to bridge the gap between theoretical knowledge and practical application, equipping students with vital problem-solving skills for understanding complex scientific phenomena. The research underscores the essential role of continuous professional development in empowering educators to effectively implement these changes, ensuring they are confident in their teaching practices. Educators are the linchpin of this new curriculum, and their support is indispensable. The study also emphasizes the need for a customized implementation strategy that respects local cultural frameworks. This is not just a suggestion but a necessity, as it is crucial for promoting scientific inquiry. By incorporating IBL, the curriculum aims to prepare students for the challenges of a rapidly evolving world, fostering a culture of inquiry crucial for nurturing scientifically literate citizens. This approach enhances educational outcomes and encourages students to take ownership of their learning journey, promoting autonomy and personal investment in their education.