Design, implementation and evaluation of inquiry-based science teaching in primary schools

Thesis Abstract

This study investigates the design, implementation, and evaluation of inquiry-based science teaching (IBST) in primary schools as a means to enhance student conceptual understanding, scientific inquiry skills, and learner autonomy within a national curriculum framework. The problem addressed is the persistent gap between recommended IBST practices and actual classroom implementation, which is often hindered by teacher preparedness, resource constraints, and assessment misalignment. The aim is to develop a replicable IBST model for primary science that demonstrates measurable gains in student outcomes and is scalable across diverse school contexts. Specific objectives are to (1) design a context-responsive IBST unit aligned with curriculum standards, (2) implement the unit in a representative sample of primary classrooms, (3) evaluate changes in students’ inquiry skills, conceptual understanding, and attitudes toward science, (4) examine teacher pedagogical practices and perceived feasibility of sustained IBST use, and (5) generate evidence-based recommendations for policy and teacher professional development. A quasi-experimental mixed-methods design is employed, combining a non-randomized control group with repeated measures and embedded qualitative strands. The study is conducted across 20 public primary schools stratified by region, school readiness, and grade level, with 40 intact science classes (approximately 1200 students aged 9–11 years) assigned to intervention (n=20) and comparison (n=20) conditions. The intervention comprises a 10-week IBST unit series, co-designed with science teachers and curriculum specialists, grounded in constructivist and sociocultural theories, notably Piagetian and Vygotskian perspectives on learner-centered discovery and collaborative meaning-making. Data collection instruments include (i) a validated science concept inventory to assess conceptual gains, (ii) an inquiry skills assessment comprising hypothesis formulation, planning, data collection, and evidence-based explanation tasks, (iii) a science attitude survey to gauge motivation and interest, (iv) classroom observation protocols utilizing the IBST fidelity checklist and a teacher reflection log, (v) semi-structured focus group interviews with students and teachers, and (vi) document analysis of lesson plans and student work samples. Quantitative data will be analyzed using ANCOVA to compare post-test scores between groups while controlling for pre-test baselines, with hierarchical linear modeling to account for nesting within classes and schools. Regression analysis will explore predictors of student gains, including lesson fidelity, teacher professional development exposure, and resource accessibility. Qualitative data will be analyzed through thematic analysis, triangulated with observation and document data to illuminate mechanisms of change, barriers to implementation, and contextual mediators. A convergent mixed-methods approach will integrate findings to provide a comprehensive understanding of how IBST affects learning outcomes and classroom practice. Validity and reliability will be ensured through pilot testing of instruments, inter-rater reliability checks for observation coding (Cohen’s kappa > 0.80), and member-checking for qualitative interpretations. Ethical considerations include informed consent, confidentiality, data anonymization, and an opt-out mechanism for participants. Key expected findings include statistically significant improvements in students’ conceptual understanding and inquiry skills in the IBST group compared with the control group, with effect sizes in the moderate range (Cohen’s d ? 0.40–0.60). Qualitative results are anticipated to reveal enhanced student engagement, more frequent evidence-based explanations, and increased collaborative discourse, alongside challenges such as time constraints, resource variability, and the need for ongoing teacher professional development. The study contributes to knowledge by providing empirical evidence on the feasibility, effectiveness, and design features of a scalable IBST model in primary education, clarifying the role of teacher preparation, assessment alignment, and classroom resources in mediating outcomes. It also advances understanding of how constructivist and sociocultural theories translate into practical, policy-relevant classroom strategies within diverse school contexts. Based on the findings, recommendations will address (i) design guidelines for IBST units that align with national standards, (ii) scalable professional development and collaborative planning structures for teachers, (iii) assessment reforms to capture inquiry competencies alongside conceptual knowledge, and (iv) resource allocation and administrative supports essential for sustainable IBST implementation. The study concludes that, with structured design, targeted professional development, and ongoing fidelity monitoring, inquiry-based science teaching can yield meaningful improvements in primary science learning and foster durable inquiry dispositions among students.