Developing a Integrative Framework for Enhancing Scientific Inquiry Skills in Secondary Education

Thesis Abstract

The development of scientifically literate learners capable of engaging in critical inquiry remains a foundational objective in secondary education, yet empirical evidence suggests significant deficiencies in students' scientific inquiry skills due to fragmented instructional approaches and limited formalized frameworks. This study aims to develop and validate an integrative framework designed to enhance scientific inquiry skills among secondary school students, thereby contributing to the theoretical and practical advancement of science education pedagogy. The specific objectives include identifying key components influencing inquiry skill development, synthesizing existing instructional strategies through a comprehensive literature review, and empirically testing the framework's efficacy within diverse secondary school contexts. A mixed-methods research design was adopted to ensure a robust development and validation process. Quantitative data were collected from a sample of 400 secondary science students across eight schools, selected via stratified random sampling to ensure representation of urban, suburban, and rural educational settings. Qualitative data were obtained through focus group discussions and expert interviews involving 20 science educators, curriculum specialists, and education researchers. Data collection instruments included a structured inquiry skills assessment, a teacher perception questionnaire, and semi-structured interview protocols, all subjected to rigorous validity and reliability testing, with Cronbach’s alpha coefficients exceeding 0.85. Quantitative data were analyzed using descriptive statistics, factor analysis, and multiple regression analysis, while thematic analysis was employed to interpret qualitative data, facilitating the integration of findings into the framework development. The anticipated findings suggest that the proposed framework effectively integrates cognitive, pedagogical, and contextual elements to foster inquiry skills. Specifically, the framework emphasizes inquiry-oriented pedagogy, individualized student engagement strategies, and assessment practices aligned with inquiry processes. The regression analysis is expected to identify significant predictors of inquiry skill enhancement, such as scaffolded inquiry activities (? = 0.45, p < 0.01), teacher support strategies (? = 0.38, p < 0.05), and curriculum contextualization (? = 0.42, p < 0.01). The thematic analysis is projected to reveal emergent themes such as the importance of learner-centered approaches, teacher professional development, and institutional support in facilitating inquiry-based learning. This research significantly advances the understanding of scientific inquiry skill development by proposing a theoretically grounded, practically implementable framework that synthesizes constructivist theories such as Vygotsky’s social development theory and inquiry-based learning models aligned with the Next Generation Science Standards (NGSS). The framework's validation offers evidence-based guidance for educators and policymakers aiming to institutionalize inquiry-focused pedagogy, thus bridging existing gaps in empirical research and instructional practice. The study concludes that the integrative framework is a viable model for improving inquiry competencies and recommends its adoption in secondary science curricula, supported by targeted teacher training modules. Moreover, it advocates for longitudinal studies to examine the framework’s long-term impact on learners’ scientific reasoning and problem-solving abilities. The findings underscore the critical need for a systemic shift toward inquiry-based science education, emphasizing stakeholder collaboration, resource allocation, and continuous professional development as essential factors for sustainable implementation. This contribution to the scholarship solidifies the foundational role of comprehensive frameworks in elevating scientific inquiry skills, offering a blueprint for future research and practical curriculum innovation in secondary education contexts worldwide.