摘要：This study analyzed the Zambian high school chemistry syllabus, textbooks, and practical examinations for inquiry levels and skills. The chemistry syllabus was explicit on inquiry skills and levels. Experiments in the chemistry textbooks and practical examinations were mostly at confirmation and structured inquiry levels respectively. Very few experiments were at guided inquiry level and none at open inquiry level in the textbooks and practical examinations. However, the course materials emphasized the same inquiry skills. There were no guidelines on inquiry-based teaching in the course materials. As such, this is a potential obstacle to the implementation of inquiry science teaching. Implications for science teaching, learning, and curriculum design have been discussed.
