A Model for Enhancing Critical Thinking in Science Education Through Inquiry-Based Learning

Thesis Abstract

In recent years, the imperative to foster critical thinking skills within science education has become increasingly evident, as these skills are essential for scientific literacy, problem-solving, and innovation in a knowledge-driven society. Despite the integration of inquiry-based learning (IBL) into science curricula worldwide, there remains a significant gap in understanding how to systematically develop and implement effective models that enhance critical thinking specifically through IBL strategies. This study aims to develop, validate, and evaluate a contextualized model for enhancing critical thinking in science education via inquiry-based learning approaches, with the ultimate goal of informing pedagogical practices and curriculum design. The specific objectives include identifying key elements that influence critical thinking in science learning environments, designing a theoretical model that integrates inquiry-based learning principles with critical thinking development, and empirically validating this model among secondary school science students. Employing a mixed-methods research design, this study combines quantitative and qualitative approaches to ensure comprehensive understanding and validation of the proposed model. The quantitative component involves a quasi-experimental design with a pretest-posttest control group, involving a sample of 240 secondary school science students selected through stratified random sampling from eight schools. The intervention groups will receive instruction based on the developed inquiry-based learning model, while control groups will follow conventional science teaching methods. Data collection instruments include a validated Critical Thinking in Science Education Scale (CTS-ES), observation checklists, and interview protocols for teachers and students. The qualitative component involves thematic analysis of interview transcripts and classroom observation notes to explore contextual factors affecting critical thinking development and model implementation fidelity. Data analysis will utilize multiple regression analysis to assess the impact of the inquiry-based learning model on students’ critical thinking skills, alongside Analysis of Covariance (ANCOVA) to control for pre-intervention variables. The thematic analysis will be guided by Braun and Clarke’s framework to identify recurring themes related to pedagogical practices and student engagement. The study also applies Bloom’s Taxonomy and Vygotsky’s Social Development Theory to underpin the theoretical model, emphasizing the importance of social interaction and scaffolded inquiry in fostering higher-order thinking. Key anticipated findings include significant improvements in critical thinking scores among students exposed to the inquiry-based learning model, compared to those in the control group. The qualitative analysis is expected to reveal enhanced student engagement, deeper conceptual understanding, and increased autonomy in scientific inquiry. The combined findings aim to substantiate the model’s effectiveness and provide insights into the critical components necessary for successful implementation. Furthermore, the study conjectures that teacher training, resource availability, and student motivation are contextual factors that influence the efficacy of inquiry-based interventions. This research contributes to knowledge by offering a validated, pragmatic model tailored to science education settings that systematically integrates inquiry-based learning with the development of critical thinking skills. It expands theoretical understanding by empirically testing the relationships outlined in the model, grounded in established learning theories such as Bloom’s Taxonomy and Vygotsky’s zone of proximal development. It also provides practical implications for curriculum developers, policymakers, and educators seeking to enhance cognitive and metacognitive skills in science classrooms. In conclusion, the study recommends the widespread adoption of the validated inquiry-based learning model, coupled with targeted teacher professional development and resource allocation, to foster a culture of critical thinking in science education. Future research should explore longitudinal effects, scalability across diverse educational contexts, and the integration of technology-enhanced inquiry strategies to further refine and expand the model’s applicability and impact.