ENHANCING CONCEPTUAL UNDERSTANDING OF ATOMIC STRUCTURE THROUGH INQUIRY-BASED INSTRUCTION AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NIGERIA

Abstract

This position paper argues for the adoption of inquiry-based instruction (IBI) to enhance

senior secondary students’ conceptual understanding of atomic structure in Nigeria.

Drawing upon constructivist, socio cultural, and representational theories of learning, the

paper situates IBI as a pedagogically superior approach for reducing misconceptions,

cultivating scientific process skills, and aligning classroom practices with curriculum

reforms. A critical review of global, African, and Nigerian literature provides empirical

evidence supporting the efficacy of IBI. The paper advances a coherent position that, despite

contextual challenges such as inadequate resources and teacher capacity, inquiry pedagogy

remains indispensable. Strategic recommendations are offered for policy, curriculum,

assessment, and classroom implementation.