Designing and evaluating an inquiry-based science curriculum toolkit for secondary schools

Thesis Abstract

This study addresses the persistent gap between inquiry-based science pedagogy and classroom implementation in secondary schools, where teachers often struggle to operationalize inquiry into day-to-day instruction and assessment. The aim is to design, implement, and evaluate a structured inquiry-based science curriculum toolkit (IBSCT) that guides teachers through planning, enactment, and evaluation of inquiry-rich lessons across biology, chemistry, and physics at the lower-secondary level. Specific objectives are to (1) develop a theoretically grounded IBSCT anchored in constructivist and situative learning principles, (2) assess the toolkit’s usability and feasibility with science teachers, (3) evaluate its impact on students’ science inquiry skills, conceptual understanding, and scientific curiosity, (4) examine changes in classroom practices, including inquiry prompts, use of evidence, and formative assessment strategies, and (5) generate evidence-based recommendations for policy and professional development. The study employs a mixed-methods design underpinned by constructivist and activity theory perspectives, with a quasi-experimental component to establish causal inferences and a qualitative component to illuminate contextual mechanisms. The population comprises 60 secondary science teachers and their classes (n ? 3,000 students) in three districts. A purposive sample of 20 schools will be assigned to the intervention (IBSCT deployment) and 20 to the control condition continuing with standard curricula. Within the intervention schools, 40 teachers will receive the IBSCT plus a six-day professional development program, while the control group receives usual pedagogy. Data collection instruments include (i) teacher surveys and classroom observation protocols to capture fidelity, usability, and changes in practice; (ii) a validated Science Inquiry Skills Instrument and a conceptual understanding assessment administered at pre-, post-, and a three-month follow-up; (iii) student engagement and motivation scales; (iv) lesson-embedded formative assessment artifacts and teacher reflective journals; and (v) semi-structured interviews and focus groups with teachers and student participants. Validity and reliability will be established through pilot testing, expert review, Cronbach’s alpha for internal consistency (target ? ? .80), and inter-rater reliability for observation and coding (Kappa ? .70). Analytical strategies include descriptive statistics and inferential analyses to test hypotheses about the toolkit’s effect. Specifically, hierarchical linear modeling (HLM) will be used to account for nested data (students within classes within schools) to examine differences in post-test science inquiry scores and conceptual understanding, controlling for baseline scores, gender, prior achievement, and teacher experience. Repeated-measures ANOVA will assess changes over time. Qualitative data from interviews, focus groups, and journals will undergo thematic analysis following a six-phase approach, supported by NVivo, to identify patterns related to implementation fidelity, teacher perceptions, and student experiences. A convergent mixed-methods design will integrate quantitative and qualitative findings to explain observed effects and contextual moderators, with triangulation to establish credibility. Key expected findings include (1) higher post-intervention scores for science inquiry skills and conceptual understanding in the IBSCT group compared with controls, with moderate effect sizes (Cohen’s d ? 0.40–0.60); (2) improved classroom practices characterized by greater use of open-ended investigations, evidence-based argumentation, and formative assessment aligned with inquiry prompts; (3) enhanced student engagement and perceived autonomy in science learning; and (4) critical moderating factors such as teacher professional development quality, time allocation for inquiry activities, and school-level administrative support. The study contributes to knowledge by providing an empirically validated toolkit that operationalizes inquiry-based pedagogy across science disciplines, detailing implementation processes, and outlining conditions under which inquiry-based curricula can be scaled in diverse secondary settings. It also advances theoretical understanding by testing activity theory in the context of curriculum tools and by triangulating constructivist learning with practical classroom design. The main conclusion will address whether the IBSCT consistently improves student inquiry outcomes and instructional practices under real-world constraints, and the recommendations will focus on scalable professional development models, supportive policy frameworks, and design refinements to enhance toolkit adaptability, sustainability, and impact across varied educational contexts.