Abstract
This paper shares my recent PhD research on how teachers in England understood and taught practical inquiry-based science (IBS), using mixed and multiple methods, including anonymous questionnaire and case-based study. It highlights gaps between teachers’ positive views of IBS and their teacher-led practices. Findings indicated that curriculum and testing demands limit pupil decision-making and open-inquiry opportunities, particularly in lower secondary lessons. My study suggests revising curriculum policies, providing targeted teacher professional development, and offering clearer guidance to support more effective IBS implementation through dialogic opportunities.

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