A Framework for Assessing Inquiry-Based Science Learning in Primary Classrooms

Thesis Abstract

This study addresses the persistent gap between policy emphasis on inquiry-based science learning (IBSL) and its consistent, measurable implementation in primary classrooms, where teachers often rely on traditional didactic approaches. The problem centers on the lack of a robust, contextually sensitive assessment framework that validly captures the multifaceted dimensions of IBSL—knowledge construction, inquiry process skills, attitudes toward science, and classroom discourse quality. The aim is to develop and validate a comprehensive framework for assessing IBSL in primary classrooms, accompanied by a practical instrument suite and a diagnostic model that teachers can deploy to improve instructional practice. Specific objectives are (1) to delineate the components and indicators of IBSL across curricular topics, (2) to synthesize and adapt theoretical constructs from inquiry-based learning and constructivist pedagogy into a coherent assessment framework, (3) to examine the relationship between inquiry-based practices, student learning outcomes, and classroom dialogue using a multi-method approach, (4) to evaluate the reliability and validity of the assessment instruments across diverse primary school settings, and (5) to propose a scalable implementation protocol for professional development and policy alignment. The methodology adopts a mixed-methods design anchored in the constructivist and sociocultural theoretical lenses, drawing on Kolb’s experiential learning and Vygotskian sociocultural theory to interpret how students construct scientific understanding through inquiry. The population comprises 60 primary schools within a metropolitan district, with a stratified random sample of 30 schools. Within each school, two Grade 5 classrooms (n ? 60 classrooms) will be observed and assessed across a full academic year. Data collection instruments include a 40-item Inquiry-Based Science Learning Instrument (IBSL-I) consisting of student performance tasks, a 20-item Teacher Inquiry Practices Scale (TIPS), an observational coding scheme for inquiry discourse (30 indicators), and a 6-task Extended Student Attitude toward Science Survey. Instrument validity will be established through expert review, cognitive interviewing with 12 teachers, and pilot testing (n = 120 students). Reliability will be estimated using Cronbach’s alpha for scales (target ? ? .80) and inter-rater reliability (kappa ? .75) for observation coding. Data analysis will involve confirmatory factor analysis (CFA) to validate the IBSL-I and TIPS constructs, multilevel structural equation modeling (MSEM) to account for nested data (students within classes within schools), and hierarchical linear modeling to examine the effects of IBSL on achievement gains across units. Thematic analysis will be applied to teacher interviews and classroom discourse transcripts to elucidate enacted practices and contextual factors influencing IBSL implementation. Model specification will integrate a latent variable framework for IBSL components (conceptual understanding, inquiry process skills, scientific reasoning, and discourse quality) with direct and indirect paths to student achievement measured by standardized science assessments and a curriculum-aligned performance rubric. Key expected findings include (a) a validated, context-sensitive framework with reliable instruments for assessing IBSL in primary settings; (b) evidence that high IBSL scores correlate with greater gains in conceptual understanding and scientific reasoning, mediated by enhanced inquiry discourse and student collaborative inquiry; (c) identification of classroom conditions—time allocation, resource availability, and professional development experiences—that strengthen IBSL enactment; and (d) differential effects across gender and socioeconomic strata, with nuanced implications for equity in inquiry-oriented science education. The study anticipates that the framework will reveal which components most strongly predict positive learning outcomes and how teacher practices can be targeted through PD to optimize IBSL. The study contributes to knowledge by operationalizing a comprehensive, scalable framework for assessing IBSL that integrates theory-driven constructs with practical, field-ready instruments for primary education. It offers empirical evidence on how inquiry-based practices influence student learning within real classrooms and provides a diagnostic model for continuous improvement, curriculum alignment, and policy formulation. Given the findings, recommendations will include guidelines for teacher professional development focused on discourse-rich inquiry, resource planning to support sustained IBSL, and iterative cycles of assessment to monitor progress and inform pedagogical refinements. The intended conclusion is that a rigorously developed IBSL assessment framework can meaningfully enhance instruction quality and student scientific literacy in primary schools.