Primary school students' experiences of science learning content and support provided during guided inquiry-based science fieldwork

Inquiry-based science fieldwork (IBSF) is a widely recognised educational approach that fosters active student engagement and deeper conceptual understanding. However, implementing IBSF in primary science education can present challenges, particularly related to complex learning content and the need for teacher and peer support. These challenges also offer opportunities for pedagogical innovation. This study employed a qualitative case study design to explore which science learning contents primary students found most challenging during IBSF and to examine their experiences of teacher and peer support throughout the process. Twenty students, aged 12 to 14, from two primary schools in Namibia were purposefully selected to participate in a four-week intervention based on the Namibian INSHE curriculum. The intervention comprised 2,400 minutes of instruction across three science topics: plants, animal variation, and ecosystems. Semi-structured post-interviews were conducted, and the data were analysed using thematic and data-driven content analysis. Findings indicate that students encountered the most difficulty with the ecosystem topic due to its complexity. Some also struggled with plant-related content, especially identifying plant names and features, which was linked to gaps in prior knowledge and misconceptions. In contrast, the animal content was not seen as challenging, as students found it more familiar and relatable. Students highlighted the importance of teacher support in group management, maintaining a positive learning environment, and promoting cognitive engagement. Peer support—through emotional encouragement, informational assistance, and feedback—played a key role in fostering collaboration and facilitating meaningful exploration during IBSF. This study contributes to ongoing discussions about integrating IBSF in primary education and underscores the importance of structured support in enhancing science learning outcomes.