Investigating the impact of inquiry-based learning modules on high school science literacy and conceptual understanding in physics and chemistry for final-year pre-service teachers.

Project Abstract

This study investigates the effectiveness of inquiry-based learning (IBL) modules on science literacy and conceptual understanding in physics and chemistry among final-year pre-service teachers. The research adopts a mixed-methods design, combining quasi-experimental and interpretive approaches to capture both quantitative gains in subject mastery and qualitative shifts in pedagogical beliefs and classroom practices. A sample of 120 final-year pre-service teachers from four teacher education programs is randomly assigned to either an IBL-based intervention or a traditional teacher-centered control condition across a 12-week semester. The intervention comprises iterative cycles of problem-posing, hypothesis generation, experimental design, data collection, analysis, and reflection, aligned with national science standards and teacher-ready assessment rubrics. Quantitative instruments include a validated science literacy achievement test (assessing logical reasoning, evidence evaluation, and science communication), a conceptual understanding inventory for physics and chemistry, and a classroom pedagogical readiness scale capturing inquiry-oriented planning, implementation, and assessment strategies. Data are collected at three points pre-intervention, immediately post-intervention, and a 12-week follow-up to examine retention and transfer. Qualitative data are drawn from reflective journals, lesson video analyses, focus group interviews with participants, and teacher supervisors’ field notes to explore changes in epistemic beliefs, inquiry discourse, and classroom enactment of IBL principles. The study also examines potential mediating variables such as prior content knowledge, self-efficacy in teaching science, collaboration with peers, and access to instructional resources, using structural equation modeling to understand causal pathways. Data analysis employs ANCOVA to compare post-test outcomes while controlling for pre-test scores, thematic analysis for qualitative data, and triangulation to corroborate findings across methods. The expected outcome is that participants exposed to IBL modules will demonstrate statistically significant improvements in science literacy and deeper conceptual understanding in both physics and chemistry, as well as enhanced confidence and skill in guiding inquiry-based lessons, designing data-driven investigations, and facilitating student-centered discourse. The research also anticipates nuanced insights into how IBL influences not only content mastery but also pedagogical content knowledge, metacognition, and evaluative judgment in prospective teachers. The study contributes to theoretical understandings of inquiry-based learning in secondary science education, provides practical implications for curriculum developers and teacher educators, and offers a scalable model for integrating IBL in pre-service teacher preparation programs to foster lasting improvements in science literacy and conceptual comprehension. Limitations include potential instructor variability, assessment alignment challenges, and the generalizability of findings beyond the sampled programs; these are addressed through robust randomization, fidelity checks, and sensitivity analyses.

Project Overview

What This Project Is About

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A plain-language overview of the topic and what the project investigates.

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The Problem It Addresses

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What problem or gap this project tackles and why it matters to the field or society.

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Objectives of the Project

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1. Assess how inquiry-based learning modules affect science literacy in physics and chemistry at the high school level.
2. Examine changes in students’ conceptual understanding of key physics and chemistry ideas after using inquiry-based tasks.
3. Explore how final-year pre-service teachers implement inquiry-based activities in real classrooms.
4. Identify challenges and supports that influence successful adoption of inquiry-based approaches.

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What You Will Do Step by Step

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1. Review relevant literature on inquiry-based learning and science literacy.
2. Design or adapt inquiry-based learning modules for physics and chemistry topics.
3. Recruit and train final-year pre-service teachers as facilitators or observers.
4. Implement modules in partner high schools and collect data on literacy and conceptual outcomes.
5. Use simple assessments to measure understanding before and after the modules.
6. Analyze results for patterns and differences across topics and settings.
7. Identify practical recommendations for teacher training and classroom use.
8. Reflect on limitations and propose areas for future work.

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Expected Outcome

Better student science literacy and deeper conceptual understanding in physics and chemistry, along with practical guidance for teachers on using inquiry-based modules in final-year teacher education.