ABSTRACT
Intellectual rigour is an important issue in learning. Many science educators believe that rigour is measured not by the amount of scientific facts that are memorised but by the depth of conceptual understanding. There is a difference between learning for memorisation and learning for understanding. Good teachers continually attempt to spark curiosity by relating learning to current events or personal experiences. Research shows that all students come to any learning situation with some preconceived ideas. A teacher’s understanding of how students learn affects the way in which they teach. The inquiry-based approach reflects the understanding of how students learn and outlines some important teaching principles that have a profound impact on the way teaching occurs. Advice was provided on how to develop cooperative learning using a team approach and concluded with a variety of specific strategies with relevant examples.
