A Constructivist-Engaged Model for Science Education Transformation

Thesis Abstract

This study addresses the persistent disconnect between traditional science instruction and meaningful student engagement in science learning by proposing a Constructivist-Engaged Model (CEM) aimed at transforming science education in secondary schools. The core problem is that conventional teacher-centered practices limit students’ epistemic participation, inquiry skills, and conceptual understanding, leading to reduced scientific literacy and motivation. The aim is to develop and evaluate a theory-informed model that integrates constructivist pedagogy with enacted student engagement through collaborative inquiry, reflective practice, and community-based science learning. Specific objectives are (1) to articulate the theoretical underpinnings of constructivism and engagement theory within science education and to operationalize these in the CEM; (2) to design and implement a professional development program for science teachers that foregrounds inquiry-based units aligned with the model; (3) to examine the impact of CEM on students’ content mastery, scientific inquiry skills, and epistemic beliefs; (4) to explore teachers’ instructional practices, autonomy-supportive behaviors, and perceived feasibility of sustaining CEM; and (5) to formulate a validated instrument package for measuring constructivist engagement in science classrooms. The methodology employs a mixed-methods, multi-phase design conducted across three public secondary schools with diverse student populations (n ? 1,200 students, aged 13–16). The population includes science teachers (n ? 15) and their classes. A purposive sampling strategy will select teachers who are representative of varying experience levels and prior exposure to inquiry-based learning. The study comprises (a) a quasi-experimental phase introducing CEM-aligned units in the experimental group (n ? 9 teachers) and continuing traditional instruction in the control group (n ? 6 teachers) for two academic terms, and (b) an embedded qualitative phase involving teacher interviews, classroom observations, and student focus groups. Data collection instruments include validated assays for science content knowledge (unit-based assessments, Cronbach’s alpha > 0.80), a Performance in Inquiry Skills Portfolio, an Epistemic Beliefs in Science Scale, and a Constructivist Engagement in Science Classroom (CE-SC) survey developed for this study. Classroom observations will utilize a structured rubric capturing inquiry practices, student collaboration, and dialogic discourse. Instrument validity will be established through expert panels and pilot testing (n ? 120 students). Reliability will be evaluated using test-retest methods and inter-rater reliability (? > 0.75 for observational coding). Data analysis integrates quantitative and qualitative procedures. Quantitative analyses include ANCOVA to compare post-test content mastery and inquiry skills while controlling pre-test scores, multilevel modeling to account for clustering at the classroom level, and discriminant analysis to identify predictors of high engagement. Qualitative data will undergo thematic analysis of transcribed interviews and focus groups, supplemented by constant comparative methods to refine the CEM constructs. A convergent mixed-methods approach will triangulate findings across data strands, with model fitting conducted in SEM to examine the relationships among constructivist pedagogy, student engagement, and learning outcomes. Theoretical framing draws on Piagetian constructivism, Vygotskian social constructivism, and Self-Determination Theory to explain motivation and autonomy in learning, with the Analytical Framework of Enquiry-Based Learning guiding unit design. Expected findings anticipate that classrooms implementing CEM will exhibit statistically significant improvements in content understanding (average effect size d ? 0.50–0.70), enhanced inquiry skills (portfolio rubrics showing higher performance), and more sophisticated epistemic beliefs (progression toward tentative and dynamic knowledge). Qualitative insights are expected to reveal heightened dialogic discourse, increased student agency, teacher adaptability, and greater integration of authentic scientific practices. The study will identify facilitators and barriers to sustaining CEM, including time constraints, resource availability, and professional learning needs, offering evidence-based strategies for scaling across contexts. The contribution to knowledge includes (i) a theoretically grounded, empirically tested Constructivist-Engaged Model for science education transformation, (ii) a validated measurement package for constructivist engagement and inquiry-oriented competencies, and (iii) actionable guidelines for professional development and curriculum design that align with constructivist principles and student-centered engagement. The study informs policy and practice by providing a replicable framework for transforming science classrooms toward authentic inquiry, collaboration, and reflective practice, supported by robust evidence of learning gains and teacher growth. Recommendations include integrating CEM into national science curricula, embedding ongoing teacher professional development focused on inquiry facilitation and dialogic discourse, and allocating time and resources for sustained, classroom-based inquiry projects. Further research should examine long-term student trajectories in scientific literacy and the model’s applicability across grade levels and cultural contexts.