Impact of Inquiry-Based Learning on Conceptual Understanding and Scientific Reasoning in High School Physics: A Mixed-Methods Study

Project Abstract

This mixed-methods study investigates the impact of inquiry-based learning (IBL) on students' conceptual understanding and scientific reasoning in high school physics, employing a convergent parallel design to integrate quantitative and qualitative data. The quantitative strand uses a quasi-experimental design with two intact classes (IBL vs. traditional instruction) across a full semester, involving pre- and post-tests on physics concepts, a validated conceptual inventory, and a scientific reasoning scale to measure higher-order thinking and argumentation skills. Descriptive statistics, analysis of covariance (ANCOVA), and effect size calculations examine differences between groups while controlling for prior achievement and prior exposure to physics. The qualitative strand comprises classroom observations, think-aloud interviews, and content analysis of students’ written responses to inquiry tasks, aiming to capture the processes by which IBL supports sense-making, hypothesis generation, experimental design, data interpretation, and justification of conclusions. Triangulation integrates patterns from test score gains with themes about epistemic practices, epistemic agency, collaborative discourse, and the development of scientific explanations. The study sample includes middle-to-upper high school physics students from diverse demographic backgrounds across three public schools, with careful attention to instructional fidelity through teacher professional development, a standardized IBL unit aligned with disciplinary core ideas, and ongoing coaching. Findings indicate that students participating in IBL demonstrate statistically significant gains in conceptual understanding, particularly in areas requiring model-based reasoning and application of physics principles to novel contexts. The scientific reasoning domain shows notable improvement in argumentation quality, use of evidence, and the ability to justify conclusions using data, though effects vary by task type and initial proficiency. Qualitative data reveal that sustained inquiry prompts students to articulate tentative hypotheses, engage in planning experiments, critique assumptions, and negotiate meaning within collaborative groups, contributing to deeper conceptual change beyond rote memorization. The study identifies critical factors influencing the effectiveness of IBL, including question design that promotes collective sense-making, structured scaffolds that gradually release responsibility, timely feedback, and explicit instruction in scientific discourse. Moderating variables such as student epistemic beliefs, teachers’ experience with inquiry, and classroom culture are examined to understand differential outcomes. The results have implications for physics education policy and practice, suggesting that well-implemented IBL can enhance both conceptual understanding and scientific reasoning when integrated with deliberate pedagogical supports, appropriate assessment aligned with inquiry practices, and professional development that builds teachers’ capacity to facilitate rigorous, student-centered investigations. Limitations include potential selection bias, classroom resource constraints, and the complexity of isolating IBL effects from concurrent instructional innovations. Recommendations for future research emphasize longitudinal studies to assess sustained impact, exploration of IBL in varying physics subdomains, and the development of scalable professional development models to sustain fidelity of implementation across diverse school settings.

Project Overview

What This Project Is About

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This project examines how asking questions and guiding students to discover physics concepts through hands-on investigations affects what they understand about physics ideas and how they reason about scientific problems. It compares traditional teaching methods with an inquiry-based approach in a high school physics setting to see which helps students think more clearly and solve problems more effectively.

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The Problem It Addresses

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Objectives of the Project

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1. Compare conceptual understanding between students taught with inquiry-based methods and those taught traditionally.
2. Assess gains in scientific reasoning and argumentation skills.
3. Identify which features of inquiry-based learning are most beneficial for physics learning.
4. Explore teachers’ experiences and classroom implementation challenges.

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What You Will Do Step by Step

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1) Review related literature on inquiry-based learning and physics education.

2) Design a quasi-experimental study with two groups (inquiry-based vs. traditional).

3) Develop assessment tools to measure conceptual understanding and reasoning.

4) Collect data through tests, interviews, and classroom observations.

5) Analyze quantitative results and qualitative insights to identify patterns.

6) Interpret findings in light of existing research and school context.

7) Discuss limitations and practical implications for teachers.

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Expected Outcome