Design and evaluation of an inquiry-based astronomy module to enhance scientific reasoning among high school students.

Project Abstract

This study presents the design, implementation, and evaluation of an inquiry-based astronomy module aimed at enhancing scientific reasoning among high school students. Grounded in constructivist learning theory and evidence from science education research on inquiry-based learning (IBL), the module integrates authentic astronomical phenomena, hands-on investigations, data analysis, and collaborative discourse to foster reasoning skills, hypothesis generation, experimental design, evidence evaluation, and model-building. A quasi-experimental design was employed with two intact classes (n ? 60) in a public secondary school, assigned to an experimental group receiving the IBL astronomy module and a comparison group continuing with traditional teacher-led instruction over a 6-week intervention. Data were collected through multiple instruments to capture cognitive and affective outcomes, including a validated scientific reasoning assessment, structured observations, think-aloud protocols during investigations, students’ lab reports, and reflective journals. Pre- and post-tests revealed statistically significant gains in scientific reasoning in the experimental group compared with the control group (p < .05), particularly in domains of proportional reasoning, data interpretation, hypothesis testing, and model-based reasoning. Thematically analyzing classroom discourse and student artifacts showed enhanced evidence-focused argumentation, explicit consideration of alternative explanations, and iterative refinement of models in light of new data. The module comprises six interconnected inquiry units (1) celestial patterns and Sky Observation Methods, (2) the mechanics of planets and orbits through simulations and simple experiments, (3) light and spectroscopy for composition inference, (4) imaging and data literacy using real astronomical datasets, (5) scale, distance, and the structure of the universe with model-building activities, and (6) the nature of science and epistemology in astronomical inquiry. Each unit emphasizes scientific questions, planned investigations, data collection, analysis using graphs and basic statistics, and robust justification of conclusions. Qualitative findings indicate that students in the experimental group demonstrated higher engagement, collaboration, and epistemic thinking, including justification of claims with empirical evidence and reflection on the limitations of their investigations. Teachers reported that the module fostered a shift from teacher-centered instruction to student-driven inquiry, with improved student ownership of learning and inquiry processes. Potential challenges identified include time constraints, varying levels of prior knowledge, and the need for professional development to support teachers in orchestrating classroom discourse and managing inquiry. The study offers a set of design principles for implementing IBL in astronomy, including purposeful alignment of learning goals with authentic data sources, scaffolding of inquiry phases, explicit norms for discourse, and assessment rubrics that capture reasoning processes beyond final answers. The results support the premise that inquiry-based astronomy instruction can effectively develop higher-order scientific reasoning in diverse high school learners, with implications for curriculum design, teacher preparation, and policy decisions aimed at strengthening science literacy and STEM pathway continuity. Recommendations include integrating the module with cross-curricular activities, leveraging open-access astronomy datasets, and providing ongoing professional development focused on argumentation, data literacy, and equitable classroom discourse.

Project Overview

What This Project Is About

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A straightforward, practical project that designs and tests an astronomy learning module built around inquiry. Students explore simple astronomy questions by asking their own questions, planning investigations, collecting observations, and drawing conclusions, all within a classroom setting.

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The Problem It Addresses

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Many high school science lessons rely on passive listening rather than active problem solving. This project targets the gap where students struggle to apply scientific thinking to unfamiliar astronomy topics. It aims to shift learning toward making evidence-based explanations, improving curiosity and understanding of how scientists approach questions.

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Objectives of the Project

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1. Design an inquiry-based astronomy module suitable for secondary schools.
2. Implement the module with a group of students and observe engagement.
3. Assess changes in students’ scientific reasoning and argumentation.
4. Identify what parts of the module work best and why.
5. Provide practical recommendations for teachers to adapt the module.

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What You Will Do Step by Step

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1. Review simple, relevant astronomy topics and draft learning activities. 2. Develop inquiry prompts, data collection sheets, and rubrics. 3. Pilot the module with a class and collect observations and student work. 4. Analyze evidence of reasoning improvements and misconceptions. 5. Refine materials based on feedback and re-test if possible. 6. Compile a guide for teachers with tips and assessment ideas.

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Expected Outcome

Students demonstrate stronger evidence-based explanations, better use of reasoning when confronting astronomical questions, and greater interest in scientific inquiry. The module provides a ready-to-use resource for teachers and a framework for evaluating inquiry-based learning in science classrooms.