Exploring Scientific Inquiry: Secondary Teacher's Journey to Enhance Learners' Science Process Skills

This study revealed the application of scientific inquiry by secondary school teachers in augmenting learners’ Science Process Skills. A total of 10 public Junior and Senior High School Science teachers from Babak District, Island Garden City of Samal participated in this research. Employing a phenomenological approach, the study explored their experiences, instructional practices, and insights. In-depth interviews and focus group discussion were conducted to gain perspectives on their coping strategies, teaching innovations, and reflections. Through thematic analysis, three key themes emerged: resource limitations, instructional innovations, and professional challenges. In response to limited laboratory access, teachers creatively integrate digital simulations, upcycling materials, and conventional equipment use. Professional development, collaboration among teachers, and learner-centered strategies emerged as enablers of effective inquiry-based instruction. Insights drawn emphasized resourcefulness, experiential learning, and scaffolding scientific thinking in learners. The findings highlight that even in under-resourced contexts, a resilient and innovative pedagogical approach can significantly enhance science learning outcomes. Moreover, the study reinforces the role of institutional support, practical teaching strategies, and continuous professional training in nurturing Science Skills.