A Conceptual Framework for Enhancing Biology Inquiry Pedagogy in Classrooms

Thesis Abstract

Enhancing biology inquiry pedagogy in classrooms is compelled by persistent gaps between theoretical understanding and practical scientific inquiry among secondary and undergraduate students, which undermine the development of foundational inquiry skills and scientific literacy. This study proposes a conceptual framework that integrates inquiry-based learning (IBL) principles with classroom assessment for learning, designed to scaffold student autonomy, collaborative reasoning, and reflexive metacognition within standard biology curricula. The aim is to articulate a theory-driven framework that guides instructional redesign, assessment alignment, and teacher professional development to improve biology inquiry outcomes in diverse classroom settings. Specific objectives are (1) to operationalize a novel framework—InquiroClass—that synthesizes constructivist, sociocultural, and self-determination theories; (2) to examine how explicit inquiry scaffolds influence student reasoning quality, epistemic fluency, and transfer of inquiry skills to novel problems; (3) to evaluate the role of formative assessment and feedback loops in sustaining inquiry engagement; (4) to investigate contextual moderating factors such as teacher experience, class size, and technological resources; and (5) to develop a rigorous set of validated instruments and an implementation protocol for scale-up. A mixed-methods design guides the investigation, combining a quasi-experimental component with a longitudinal qualitative study. The population comprises 18 high schools and 12 universities implementing biology curricula across three regions, with a target sample of approximately 720 students and 36 biology teachers. In the quasi-experimental phase, two matched cohorts (360 students each) participate in a full academic term an intervention group experiences InquiroClass-aligned instruction and formative assessment cycles, while a control group follows existing inquiry prompts without structured scaffolding. Data collection employs (i) validated instruments for assessing inquiry quality (the Inquiry Skills Inventory and the Epistemic Quality Scale), (ii) performance tasks scored against a standard rubric for scientific argumentation and experimental design, (iii) classroom observation using a unified coding scheme to capture enacted inquiry practices, and (iv) a teacher survey and interview protocol to gauge professional development impact and perceived feasibility. In the longitudinal qualitative component, 12 teachers and 48 students are purposefully selected for semi-structured interviews, focus groups, and reflective journals across three waves to trace changes in instructional strategies, student dispositions, and classroom dynamics. Data analyses include hierarchical linear modeling to examine effects of the intervention on inquiry outcomes while controlling for prior achievement and demographic covariates, regression analyses to test relationships between scaffolded practices and performance metrics, and thematic analysis of interview and journal data to illuminate mechanism patterns and contextual influences. Instrument validity and reliability are established via confirmatory factor analysis, Cronbach’s alpha, inter-rater reliability for performance tasks, and triangulation across data sources. Expected findings indicate that the InquiroClass framework significantly improves the quality of student inquiry, epistemic justification, and experimental design capabilities, with medium-to-large effect sizes (Cohen’s d ? 0.45–0.70) on standardized inquiry metrics and performance tasks. Formative feedback loops and structured scaffolds are anticipated to mediate these gains, particularly for students in under-resourced settings, while teacher professional development emerges as a critical enabler for faithful implementation. The study also anticipates nuanced interactions between class size, technology access, and the fidelity of scaffolding, highlighting conditions under which the framework yields maximal benefits. The contribution to knowledge lies in the explicit articulation of a theoretically grounded, contextually adaptable framework that operationalizes inquiry pedagogy through validated instruments, a replicable implementation protocol, and empirical evidence of causal pathways linking scaffolded inquiry to measurable learning gains. The research advances theoretical understanding by integrating constructivist, sociocultural, and motivation theories (Vygotsky’s zone of proximal development, Piagetian assimilation, and Self-Determination Theory) within a practical, scalable model of biology instruction. The study concludes with policy and practice recommendations (1) adopt InquiroClass as a core design principle for biology curricula; (2) provide targeted professional development emphasizing inquiry scaffolds and feedback mechanisms; (3) align summative and formative assessments with inquiry competencies; and (4) ensure equitable access to technological resources to support sustained inquiry. Suggestions for future work include adapting the framework to other science disciplines and examining long-term impacts on students’ pursuit of STEM fields.