Developing a Constructivist Framework for Enhancing Inquiry-Based Science Learning

Thesis Abstract

In the current landscape of science education, there is increasing recognition of the pivotal role of constructivist approaches in fostering meaningful and active learning experiences among secondary school students. Despite this recognition, many science classrooms continue to rely heavily on rote memorization and teacher-centered methodologies, which hinder students’ development of critical thinking, inquiry skills, and conceptual understanding. This study addresses the persistent gap between constructivist theories of learning and their practical implementation in science education by developing a comprehensive constructivist framework aimed at enhancing inquiry-based science learning (IBSL). The primary aim is to design, validate, and empirically evaluate a contextualized framework that promotes inquiry-oriented pedagogies aligned with constructivist principles, thereby improving student engagement and conceptual comprehension in science. The research is guided by the specific objectives of (1) critically analyzing existing constructivist theories and models relevant to science education, including Piaget’s developmental theory and Vygotsky’s social constructivism; (2) identifying barriers and enablers of implementing inquiry-based learning in secondary school science classrooms; (3) designing a contextualized constructivist framework grounded in these theories; and (4) empirically testing the framework’s efficacy through intervention in selected schools. To achieve this, a mixed-methods research design was adopted, integrating qualitative case studies with quantitative quasi-experimental methods. The study was conducted in a sample of 12 secondary schools across a metropolitan district, involving 24 science teachers and 480 students aged 13-17 years. Data collection instruments included semi-structured interviews, classroom observations, student achievement tests, and adapted questionnaires measuring inquiry skills, motivation, and attitudes towards science. Qualitative data from interviews and observations were subjected to thematic analysis to identify key factors influencing inquiry-based learning implementation. Quantitative data, comprising pre- and post-intervention assessments, were analyzed using paired samples t-tests and multivariate analysis of covariance (MANCOVA) to determine the framework’s impact on student learning outcomes and inquiry competencies. The study is expected to reveal that the application of the constructed framework significantly enhances students’ inquiry skills, conceptual understanding, and positive attitudes towards science, compared to conventional pedagogies. It is anticipated that the results will demonstrate that a well-structured constructivist framework can effectively bridge the gap between theory and practice, thereby providing practical guidance for science educators and curriculum developers. This research contributes to the scholarly discourse by advancing the theoretical underpinnings of inquiry-based science education through the integration of Piaget’s cognitive development stages and Vygotsky’s zone of proximal development into a cohesive framework. Furthermore, it offers empirical evidence supporting the transformative potential of constructivist-based pedagogies in diverse educational contexts. The study concludes with specific recommendations for teacher professional development programs, curriculum design, and policy formulation aimed at embedding Inquiry-Based Science Learning within standard science curricula. Additionally, it proposes pathways for further research to scale and adapt the framework across different educational levels and cultural settings, thereby enriching the global repository of effective science teaching strategies grounded in constructivist theory.