A Framework for Integrating Scientific Literacy in Inquiry-Based Instruction

Thesis Abstract

This study addresses the persistent gap between students’ scientific literacy and their engagement with inquiry-based science instruction, which often emphasizes procedural competence over the development of critical literacy, argumentation, and concept understanding within authentic inquiry contexts. The aim is to develop and validate a coherent framework that integrates scientific literacy assets—scientific thinking, evidence evaluation, and communication—into inquiry-based instructional design to enhance conceptual understanding and critical inquiry skills among secondary science students. Specific objectives are (1) to identify the constituent dimensions of scientific literacy most effectively coordinated with inquiry-based tasks; (2) to develop a theory-driven framework that operationalizes literacy integration across lesson planning, classroom discourse, and assessment; (3) to examine the impact of the framework on students’ scientific literacy beliefs, inquiry skills, and conceptual mastery; (4) to evaluate teachers’ perceived feasibility and fidelity in implementing the framework; and (5) to refine the framework through triangulated evidence from student outcomes, classroom observations, and teacher interviews. A mixed-methods design was employed in three sequential phases. Phase I involved a Delphi consensus with 18 science teachers and 6 science education researchers to specify the literacy-inquiry integration dimensions, followed by the development of the Integration of Scientific Literacy in Inquiry-Based Instruction (ISLIBI) framework. Phase II tested the framework in a quasi-experimental study with two matched eighth-grade science cohorts (n = 220 total; 110 per group) over a 16-week unit on ecosystems and climate change. One cohort implemented ISLIBI-infused inquiry units, while the control cohort followed standard inquiry-based instruction without explicit literacy integration. Data collection included a) a validated Scientific Literacy Assessment (SLA) comprising reasoning, evidence evaluation, and communication subtests; b) an Inquiry Skills Performance Task (ISPT) scored with a rubric aligned to ISLIBI indicators; c) concept inventories targeting ecosystem dynamics; d) classroom observation protocols capturing discourse quality, and e) teacher interviews and reflective logs. Phase III employed a 12-week longitudinal follow-up with a subset of students (n = 60) to assess knowledge retention and transfer to novel contexts, using the SLA and ISPT. Quantitative data were analyzed using ANCOVA and multilevel modeling to account for nested data (students within classes), with pre-test scores as covariates. Mediation analyses examined whether gains in scientific literacy mediated improvements in conceptual understanding and inquiry performance. Thematic analysis of interview transcripts and observation notes identified fidelity of ISLIBI implementation, perceived challenges, and contextual facilitators. Reliability estimates (Cronbach’s alpha) for SLA and ISPT exceeded 0.82 and 0.85, respectively, and inter-rater reliability for observational coding was above 0.80. Expected findings include (a) statistically significant improvements in SLA total scores and subscales for the ISLIBI group relative to the control, (b) enhanced ISPT performance reflecting higher-quality evidence-based argumentation and data interpretation, (c) stronger conceptual mastery of ecosystem processes, and (d) positive teacher perceptions regarding feasibility, professional growth, and alignment with curriculum standards. It is anticipated that mediation analyses will reveal that improvements in scientific literacy partially account for gains in inquiry skills and conceptual understanding, supporting the theoretical premise that literacy-integrated inquiry scaffolds enhanced cognitive engagement with scientific practices. The study contributes to knowledge by operationalizing a theory-driven framework that explicitly aligns scientific literacy dimensions with inquiry-based pedagogy, providing a scalable model for curriculum designers, teachers, and policy makers. It advances the field by offering empirically grounded instruments and a validated implementation plan that foregrounds literacy as an integral component of inquiry rather than a supplementary adjunct. Practical implications include guidance for unit design, classroom discourse norms, and assessment that coherently capture literacy and inquiry outcomes. The main conclusion is that embedding scientific literacy within inquiry-based instruction yields measurable gains in literacy, reasoning, and conceptual understanding, with the ISLIBI framework offering a viable, evidence-based pathway for transforming science education. Recommendations emphasize professional development prioritizing literacy-informed inquiry practices, iterative cycle of implementation and evaluation, and adaptation of ISLIBI to diverse science domains and educational contexts.