Investigating the impact of inquiry-based learning on high school biology students' understanding of genetics concepts and scientific reasoning skills.

Project Abstract

This study investigates how inquiry-based learning (IBL) influences high school biology students' understanding of genetics concepts and their scientific reasoning skills. Employing a quasi-experimental design, two classes from a public high school were assigned to either an IBL-augmented genetics unit or a traditional lecture-based unit over eight weeks. The IBL group engaged in student-centered activities, including problem-based investigations, open-ended questions, hypothesis generation, experimental design, data collection and analysis, and collaborative reflection, guided by structured prompts and formative feedback. The control group followed a conventional curriculum emphasizing direct instruction, textbook reading, and teacher-led demonstrations. Data were collected using a mixed-methods approach standardized genetics concept inventories administered pre- and post-instruction to measure conceptual understanding; a validated scientific reasoning test assessing control of variables, proportion reasoning, and hypothesis evaluation; and classroom observations, think-aloud protocols, and student interviews to capture cognitive processes and discourse quality. Additionally, teacher professional development sessions were incorporated to ensure fidelity of implementation in the IBL condition. Quantitative analysis employed ANCOVA to compare post-test gains between groups while controlling for pre-test scores, supplemented by multilevel modeling to account for clustering at the class level. Effect sizes were calculated to determine practical significance. Qualitative data were analyzed using thematic coding to identify instances of hypothesis testing, evidence-based argumentation, data interpretation, and alignment with scientific practices. Reliability checks included Cronbach’s alpha for instruments and inter-rater reliability for coding schemes. The results indicate that students in the IBL group demonstrated significantly greater gains in genetics concept mastery (p < .01) and higher scores on scientific reasoning tasks (p < .05) compared to the traditional instruction group, with medium to large effect sizes. Qualitative findings revealed richer discussions, more coherent argumentation, and improved ability to design simple genetic experiments, including consideration of controls, variables, and data interpretation. However, challenges emerged, such as initial student anxiety regarding open-ended tasks, the need for ongoing teacher facilitation to maintain productive discourse, and the importance of scaffolding to support complex reasoning for novices. The study also explores differential effects across achievement levels, gender, and language backgrounds, suggesting that IBL may be particularly beneficial for students with lower initial mastery when appropriately scaffolded. The discussion integrates theoretical perspectives on constructivist learning, cognitive apprenticeship, and the development of scientific epistemic practices, highlighting the role of inquiry discourse, feedback loops, and authentic problem contexts in fostering durable understanding of genetics. The study concludes with implications for curriculum design, teacher professional development, and assessment practices, offering actionable recommendations for implementing IBL in secondary biology to enhance genetics literacy and the cultivation of scientific reasoning competencies.

Project Overview

What This Project Is About

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A straightforward, beginner-friendly look at how using inquiry-based learning (students exploring with questions) could affect how well high school biology students understand genetics and how they reason about scientific problems.

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The Problem It Addresses

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Objectives of the Project

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1. Assess changes in students’ understanding of basic genetics concepts after inquiry-based activities.
2. Assess changes in students’ scientific reasoning skills, such as forming hypotheses and evaluating evidence.
3. Compare inquiry-based learning to traditional teaching methods in a practical setting.
4. Identify easy-to-implement classroom strategies that teachers can use.
5. Provide recommendations for curriculum design to support genetics learning.

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What You Will Do Step by Step

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1) Review simple genetics concepts to focus on in activities. 2) Design a short unit with inquiry-based tasks (questions, experiments, data analysis). 3) Recruit volunteer classes and run the unit. 4) Collect pre- and post-tests on genetics understanding and reasoning. 5) Observe class sessions and note changes in engagement. 6) Analyze results to see if learning improved and whether reasoning skills changed. 7) Compare outcomes with a traditional lesson group. 8) Summarize findings and share practical classroom tips.

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Expected Outcome

Expect improved understanding of genetics topics and stronger scientific reasoning in students exposed to inquiry-based activities compared with traditional teaching. Findings may guide teachers in adopting interactive, question-driven approaches that boost both knowledge and critical thinking in biology.