Extent Of Implementation of Structured Inquiry-Based Science Teaching and Learning in Papua New Guinea Public Primary Schools

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［Abstract］This study investigates how primary school teachers in Papua New Guinea (PNG) implement structured Inquiry-Based Teaching and Learning (IBTL) strategies within science lessons, in alignment with the national Standards-Based Curriculum (SBC). It examines the use of the Teacher’s Manual (TM) and Student Textbook (Tb), and how these tools support the development of students’ science inquiry skills. Data were collected through surveys of 39 teachers and 150 students, alongside interviews with five teachers from three urban schools in the Western Highlands Province. Findings indicate that while many teachers effectively employed IBTL strategies, particularly through questioning and facilitating hands-on activities, fewer utilized the TM for lesson planning or engaged in systematic lesson evaluation. Students demonstrated proficiency in foundational inquiry skills such as observing, measuring, and classifying, but received limited opportunities to practice higher-order skills like predicting and drawing conclusions. The study concludes that although structured IBTL is present in PNG classrooms, its implementation remains partial. Enhanced professional development and resource provision are recommended to strengthen teachers’ capacity for lesson planning, scaffolding inquiry, and fostering advanced student thinking. ［keywords］Inquiry-Based Teaching and Learning, Standards-Based Curriculum, Teacher Practices, Inquiry Process Skills.