A Framework for Enhancing Scientific Inquiry Skills through Interactive Digital Pedagogies

Thesis Abstract

Scientific inquiry skills are fundamental to developing competent scientists and fostering critical thinking among learners; however, traditional pedagogical approaches often inadequately support the cultivation of these skills in digital learning environments. This study addresses this gap by developing an integrated framework aimed at enhancing scientific inquiry through the strategic use of interactive digital pedagogies. The primary aim is to construct, validate, and evaluate a comprehensive framework capable of guiding educators and technologists in designing effective digital interventions that improve students' inquiry competencies. Specific objectives include identifying key interactive digital pedagogies that influence scientific inquiry, examining the relationship between digital interactions and inquiry skills development, and proposing a practical model grounded in empirical evidence to inform practice and policy. The study employs a mixed-methods research design, integrating qualitative and quantitative approaches to achieve a holistic understanding of the phenomena. The population comprises science teachers and senior secondary school students in regions where digital learning resources are increasingly integrated into science education. A stratified random sampling technique is used to select 300 students across 15 schools, and 30 science teachers are purposively sampled for interview sessions to gain deeper insights into pedagogical practices. Data collection instruments include a validated inquiry skills assessment test, structured questionnaires on digital pedagogies, and semi-structured interview guides. The inquiry skills test, adapted from standardized instruments, measures students' abilities in hypothesizing, experimenting, data analysis, and interpretation, with an internal consistency reliability coefficient of 0.89. Questionnaires employ a five-point Likert scale to assess students’ perceptions of digital pedagogies, while interviews explore teachers’ instructional practices related to digital inquiry. Data analysis involves descriptive statistics for summarizing demographic and baseline variables, followed by inferential analysis using multiple regression and structural equation modeling (SEM) to identify significant predictors of inquiry skills development, and to test the hypothesized relationships within the framework. Thematic analysis is applied to qualitative interview data to elucidate contextual factors influencing digital pedagogical effectiveness. Confirmatory factor analysis (CFA) validates the constructs within the proposed framework, and model fit indices (CFI, TLI, RMSEA) are used to assess the robustness of the framework. Ethical considerations include obtaining institutional approval, acquiring informed consent, and ensuring confidentiality and data security. Expected findings suggest that specific interactive digital pedagogies—such as virtual simulations, collaborative online platforms, and inquiry-based digital labs—are positively associated with enhanced scientific inquiry skills. The analysis is expected to reveal that the interplay between these pedagogies and learner engagement significantly predicts inquiry competence, with mediating effects of digital literacy levels. The validated framework will delineate the key components and processes necessary for effective digital inquiry instruction, providing empirically grounded guidelines for practitioners. This research advances knowledge by contributing a theoretically sound, empirically validated framework that synthesizes digital pedagogical strategies with inquiry-based science education, filling a notable gap in current literature. It demonstrates the critical role of specific interactive digital tools in fostering inquiry skills, offering a scalable model for integration into diverse educational contexts. It also provides evidence-based recommendations for curriculum developers, educators, and policymakers on leveraging digital technologies to improve science learning outcomes. The study concludes that adopting the framework can substantially enhance the design and implementation of digital inquiry-based science instruction. It advocates for targeted professional development for teachers, the integration of validated digital tools into curricula, and the continuous assessment of inquiry skills through digital platforms. Future research is recommended to explore longitudinal impacts of the framework across different educational levels and cultural settings, as well as technological advancements that could further optimize digital inquiry pedagogies.