Design and evaluate a digital simulation tool for enhancing science inquiry skills

Thesis Abstract

In the contemporary science education landscape, the development of effective pedagogical tools that foster inquiry-based learning remains a critical challenge, especially within digital environments where students often lack opportunities for interactive experimentation and hypothesis testing. This study addresses the problem of insufficient enhancement of science inquiry skills among secondary school students, attributable to limited access to practical laboratory experiences and insufficient engagement with inquiry processes in traditional teaching methods. The primary aim of the research is to design, implement, and evaluate a digital simulation tool that specifically targets the development of science inquiry skills, such as hypothesizing, designing experiments, data analysis, and interpretation. The study pursues three specific objectives (1) to design an interactive digital simulation platform rooted in constructivist learning principles; (2) to evaluate the effectiveness of the simulation tool in improving students' inquiry skills; and (3) to identify the technological and pedagogical factors influencing the tool's adoption and usability. The research adopts a quasi-experimental mixed-methods design, integrating quantitative pre-test and post-test assessments with qualitative interview data to provide a comprehensive understanding of the tool’s impact. The target population comprises senior secondary school students enrolled in science courses within a metropolitan school district. A total sample size of 200 students will be selected through stratified random sampling to ensure representation across gender and academic performance levels. Quantitative data will be gathered through validated inquiry skill assessment instruments administered before and after the intervention, while qualitative data will be collected via semi-structured interviews with 20 selected participants, guided by constructs from the Technological Pedagogical Content Knowledge (TPCK) framework and the Inquiry Science Teaching Model. Data analysis will involve paired samples t-tests and ANCOVA to determine the statistical significance of score improvements, with effect sizes calculated through Cohen’s d. Thematic analysis will be employed to interpret interview data, exploring perceptions of usability, engagement, and perceived learning benefits. The design process of the digital tool will incorporate an iterative development cycle informed by user-centered design principles, and usability testing data will be analyzed through descriptive statistics and heuristic evaluation. Expected findings suggest that students engaging with the digital simulation will demonstrate statistically significant gains in inquiry skills, with qualitative insights indicating high levels of engagement and perceived relevance. Factors such as interface clarity, contextual realism, and scaffolding features are anticipated to positively influence user experience and learning outcomes. These results are expected to contribute to the theoretical understanding of digital tools in inquiry-based science education, substantiating the relevance of constructivist and inquiry models such as the 5E instructional model integrated into digital environments. This study advances knowledge by providing empirical evidence on the efficacy of simulation-based interventions in enhancing scientific thinking and problem-solving abilities among secondary students. The developed digital tool offers a scalable solution to bridge the gap between theoretical inquiry skills and practical application in digital contexts, with implications for curriculum design, teacher training, and educational policy. It is recommended that future research explore longitudinal impacts and adapt the simulation for collaborative learning settings. Overall, this research underscores the potential of innovative digital resources to transform science education and foster critical scientific inquiry competencies essential for the 21st century.