Abstract

Inquiry-based science instruction fosters critical thinking, problem-solving, and scientific literacy by engaging students in exploration, questioning, and reflective learning. However, implementing inquiry-based practices presents significant challenges for elementary teachers, who often balance multiple subjects and may feel less confident facilitating open-ended investigations. This study examines how school-based coaching and professional learning communities (PLCs) support teachers in adopting inquiry-based science instruction. Grounded in distributed cognition theory of learning, this research draws on qualitative data from classroom observations and artifacts from coaching sessions and PLC meetings. Using a multiple case study design, this study identifies four case studies to illustrate varying levels of alignment between PLC discussions and classroom implementation. Findings emphasize the importance of sustained, flexible professional development and coaching that integrates collaborative learning into consistent classroom practice. Distributing cognitive demands through coaching and PLCs strengthens inquiry-based instruction and enhances science teaching in diverse educational contexts. This study offers insights for educators, school leaders, and policymakers aiming to advance student-centered science education.

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