A Framework for Integrating Inquiry-Based Learning in Science Education Curricula

Thesis Abstract

The integration of inquiry-based learning (IBL) into science education curricula has emerged as a promising approach to enhance students’ critical thinking, scientific reasoning, and practical problem-solving skills; however, the lack of a comprehensive, context-specific framework hampers widespread adoption and effective implementation in diverse educational settings. This study aims to develop and validate a structured framework for embedding inquiry-based learning holistically within science curricula at the secondary education level, with a specific focus on improving instructional practices and student learning outcomes. The research objectives include identifying key components necessary for curriculum integration of IBL, examining teachers’ perceptions and readiness, and establishing operational guidelines for curriculum developers and educators. The study adopts a sequential exploratory mixed-methods design. Qualitative data will be collected through semi-structured interviews and focus group discussions involving 30 science teachers from metropolitan schools, alongside document analysis of existing curricula, to explore contextual challenges and best practices related to inquiry-based approaches. The quantitative phase will involve a survey administered to a stratified random sample of 200 science teachers across different schools, utilizing a validated questionnaire measuring perceptions, self-efficacy, and implementation levels of IBL. Data analysis will include thematic analysis for qualitative data, while quantitative data will be subjected to descriptive statistics, factor analysis, and multiple regression analysis via SPSS to identify predictors of effective IBL integration. The framework development will be informed by relevant theories such as Vygotsky’s Social Development Theory and the Cognitive Apprenticeship Model, providing a robust theoretical underpinning for scaffolded learning. The expected findings include a comprehensive set of essential components for curriculum integration—such as resource availability, teacher training, student engagement strategies, and assessment modifications—that are aligned with existing educational standards. The analysis is anticipated to reveal significant correlations between teachers’ self-efficacy in inquiry practices and their fidelity of implementation, as well as key barriers and facilitators influencing adoption. The developed framework will articulate clear guidelines for curriculum designers, policy-makers, and educators to systematically embed inquiry-based learning at various stages of science teaching, supported by illustrative case studies from the sampled schools. This research advances the body of knowledge by providing an empirically grounded, contextually adaptable framework that bridges the gap between theory and practice in science education reform. It contributes to theoretical discourse by synthesizing constructivist learning principles with pragmatic curriculum strategies, grounded in established theories. Practically, it offers a scalable model to enhance instructional effectiveness and foster inquiry-oriented pedagogies, thus potentially increasing student engagement and attainment in science subjects. The study concludes that a structured, theoretically informed framework is critical for the successful integration of inquiry-based learning within science curricula. Recommendations include the development of targeted teacher training programs, curriculum revision strategies, and support mechanisms to sustain inquiry practices. It further advocates for policy adjustments at institutional and national levels to prioritize inquiry-based pedagogies, and calls for longitudinal research to assess the framework’s impact over time. This study’s findings hold implications for curriculum developers, educators, educational administrators, and policy-makers committed to advancing scientific literacy through inquiry-driven pedagogy, providing a foundation for future research and practical reform initiatives in science education.