Comparative Analysis of Inquiry-Based Learning in Science Curricula Across Nations

Thesis Abstract

In many education systems, inquiries-based learning (IBL) is promoted as a mechanism to deepen scientific understanding and foster inquiry skills, yet its implementation, outcomes, and curricular integration vary markedly across nations, potentially widening or narrowing achievement gaps and affecting equity in science education. This study addresses the problem of inconsistent IBL deployment in science curricula and its differential effects on student engagement, reasoning, and achievement, with particular attention to cross-national instructional contexts. The aim is to compare how IBL is designed, implemented, and assessed in science curricula across five diverse nations, and to determine how curricular structure, teacher professional development, and assessment alignment influence student outcomes. Specific objectives are (1) to map national curricula documents to identify IBL emphases, progression, and assessment practices; (2) to examine classroom enactment of IBL through teacher surveys and classroom observations; (3) to evaluate student outcomes in scientific reasoning, argumentation, and content mastery using standardized tests and performance tasks; (4) to analyze the relationships between curriculum design features, teacher preparation, classroom practices, and student outcomes using multilevel modeling; and (5) to synthesize cross-national best practices and policy implications for harmonizing IBL effectiveness while respecting local contexts. The study adopts a convergent mixed-methods design, integrating quantitative and qualitative data to provide a holistic understanding of cross-national IBL effectiveness. The population comprises science curricula from upper-secondary schools and corresponding classrooms in five countries with varied educational traditions Country A, Country B, Country C, Country D, and Country E. A stratified random sample targets 150 schools (30 per country) and approximately 6,000 students aged 15–17 years, alongside 300 science teachers. Instruments include (i) a curricular audit framework and document analysis protocol; (ii) a teacher survey measuring beliefs about pedagogy, efficacy, and constraints; (iii) classroom observation rubrics aligned to IBL enactment indicators; (iv) a student assessment battery comprising a standardized science achievement test, a written argumentation task, and a scientific reasoning subtest; and (v) a semi-structured interview protocol with teachers and curriculum developers. Validity and reliability are ensured through pilot testing, inter-rater reliability for observations (Cohen’s kappa > 0.80), and established construct validity for instrumentation. Data collection will proceed over two academic years to capture curricular cycles and assessment windows. Quantitative analyses will employ multilevel linear modeling to account for nested data (students within classes within schools within countries), hierarchical regression to identify predictors of student outcomes, and structural equation modeling to test the theoretical model linking curriculum features, teacher factors, classroom practices, and achievement. Qualitative data will undergo thematic analysis using an iterative coding scheme to identify patterns in IBL implementation, challenges, and contextual facilitators; triangulation with quantitative results will enhance interpretive validity. The expected findings indicate that nations with explicit IBL-oriented curricula, strong alignment between standards and assessment, and substantial teacher professional development exhibit higher student performance in reasoning and argumentation, controlling for socio-economic status and prior achievement. Conversely, countries with fragmented IBL implementation, limited classroom autonomy, or assessment cultures focused on rote knowledge show weaker gains. The study contributes to knowledge by offering a robust cross-national model of how curriculum design, teacher preparation, and assessment strategies interact to influence IBL outcomes, identifying scalable best practices and contextual constraints. Theoretical framing will integrate constructivist learning theory (Piaget, Vygotsky), the Theory of Realistic Teaching, and the Cognitive Apprenticeship framework to explain how appropriate scaffolding and social negotiation within IBL contexts drive deeper understanding. Policy implications will include recommendations for curriculum designers and governments on aligning standards, professional development, and performance assessment to maximize the effectiveness of IBL in science education across diverse national contexts. The study concludes that deliberate, context-sensitive curriculum design and sustained teacher support are essential for realizing the educational promise of inquiry-based science learning in multinational settings, with actionable guidance for harmonizing IBL practices while preserving local pedagogical and cultural relevance.