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

Thesis Abstract

The integration of inquiry-based learning (IBL) into science education curricula has the potential to enhance students’ conceptual understanding, scientific reasoning, and engagement, yet persistent gaps remain in systemic adoption across secondary and higher education. This study addresses the problem of fragmented IBL implementation, which yields inconsistent student outcomes and undermines the alignment between pedagogy and assessment within science curricula. The aim is to develop and validate a theoretical and practical model for systematically integrating IBL into science education curricula at the secondary and pre-tertiary levels, with emphasis on scalable professional development, curriculum alignment, and assessment congruence. Specific objectives are to (1) identify cognitive, affective, and practical prerequisites for teachers to enact IBL, (2) delineate curriculum-embedded IBL design patterns that align learning goals, instructional activities, and performance assessments, (3) formulate a contextualized model linking teacher practice, student engagement, and learning outcomes, (4) evaluate the model’s impact on student achievement, inquiry skills, and attitudes toward science, and (5) provide implementation guidelines and policy implications for sustainable adoption. A mixed-methods research design is employed, integrating a quasi-experimental trial with an embedded multiple case study over two academic years. The population comprises science teachers and students from eight public secondary schools across urban and peri-urban districts. A purposive sample of 40 science teachers and approximately 1600 students (200 per school) will be selected, with teachers randomized into intervention and control groups. Data collection instruments include validated instruments for measuring inquiry-based dispositions, scientific inquiry skills, and science achievement, as well as classroom observation protocols, teacher reflective journals, and curricular artefacts. Instruments include the Inquiry Perception Scale (IPS), the Lawson Classroom Test of Scientific Reasoning (LCTSR), the Science Achievement Test (SAT), and an Observation of Inquiry-Based Teaching Protocol (OIBTP). Validity and reliability will be established through expert review, pilot testing with 10 teachers, and test-retest analyses (Cronbach’s alpha > .80 for all scales; inter-rater reliability for OIBTP above .75). Data analysis will proceed in two strands. Quantitative data from SAT, IPS, and LCTSR will be analyzed using ANCOVA to compare post-intervention outcomes between groups while controlling for pre-test scores, followed by multilevel modeling to account for classroom clustering. Mediation analyses will examine whether changes in inquiry skills mediate effects on achievement and attitudes. Qualitative data from classroom observations, teacher journals, and interviews will be analyzed thematically using a framework approach to triangulate with quantitative findings, with coding conducted by two independent researchers and discrepancies resolved through discussion. A structural equation model will be specified to articulate the proposed model linking teacher practice, student engagement, inquiry skill development, and learning outcomes, with model fit indices (CFI, TLI, RMSEA) reported. The key expected findings include (i) the IBL-integrated curriculum model will produce statistically significant gains in student science achievement and scientific reasoning compared to conventional pedagogy; (ii) enhanced student attitudes toward science and higher perceived autonomy and relevance will accompany improved inquiry skills; (iii) teacher professional development and collaborative curriculum design will emerge as critical mediators of effective IBL enactment; and (iv) contextual factors such as class size, assessment alignment, and resource availability will influence the magnitude of impact. The study contributes to knowledge by offering a theoretically grounded, practically implementable model for integrating IBL into science curricula, grounded in constructivist and socio-constructivist theories with alignment to Ausubel’s meaningful learning and Bandura’s social cognitive theory. It advances the literature on scalable curriculum design, assessment alignment, and teacher professional development for IBL, providing empirically validated guidance for policymakers and educators. The main conclusion is that a coherent, context-aware IBL integration model—comprising design patterns, assessment congruence, and collaborative professional learning—can systematically elevate inquiry capability and scientific understanding in diverse school settings. Recommendations include developing district-level implementation guidelines, supporting teacher communities of practice, designing assessment frameworks that capture inquiry processes, and prioritizing longitudinal support to sustain pedagogical transformation beyond initial trials.