Development of Scientific Inquiry Competency
Article Sidebar
Main Article Content
Abstract
This article aims to provide recommendations for Thai educational institutions, at both basic and higher education levels, to support the development of curricula and instructional approaches that foster scientific inquiry competency. Scientific inquiry competency is defined as the ability to apply procedural knowledge and practical skills in scientific investigations, while recognizing the value of systematic scientific problem-solving and research methodologies. This competence is crucial for equipping learners with essential tools for meaningful science engagement and for developing critical thinking, problem-solving abilities, and scientific literacy aligned with contemporary educational objectives. Scientific inquiry competency encompasses three dimensions: knowledge, skill, and attribute. Scientific inquiry competency consists of four sub-competencies: (1) formulating questions and generating hypotheses, (2) planning and conducting investigations, (3) analyzing and interpreting data for drawing conclusions, and (4) valuing scientific inquiry processes. Assessment methods for scientific inquiry competency include multiple-choice tests, performance-based assessments, written-response evaluations, short-answer evaluations, and self-report instruments. Four pedagogical approaches for developing scientific inquiry competence are identified: critique-driven inquiry, inquiry-based STEM education, discovery learning with collaborative methods, and virtual science simulation-based learning on online collaborative platforms. These approaches share common foundations rooted in inquiry-based learning principles.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The contents and data in published articles in the Journal of Education and Innovative Learning are considered the ideas and responsibility of the author(s). The Editorial team does not necessarily agree with any ideas or hold mutual responsibility of them. Plagiarism is not permitted, even for academic purposes. However, proper citation must be given whenever referencing the articles.
References
Abd‐El‐Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok‐Naaman, R., Hofstein, A., Niaz, M., Treagust, D., & Tuan, H. -L. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419. https://doi.org/10.1002/sce.10118
Abreu, B. C., Peloquin, S. M., & Ottenbacher, K. (1998). Competence in scientific inquiry and research. The American Journal of Occupational Therapy, 52(9), 751-759. https://doi.org/10.5014/ajot.52.9.751
American Association for the Advancement of Science. (1993). Benchmarks for science literacy: Project 2061. Oxford University Press.
Arnold, J. C., Boone, W. J., Kremer, K., & Mayer, J. (2018). Assessment of competencies in scientific inquiry through the application of Rasch measurement techniques. Education Sciences, 8(4), 184. https://doi.org/10.3390/educsci8040184
Beaumont-Walters, Y., & Soyibo, K. (2001). An analysis of high school students' performance on five integrated science process skills. Research in Science & Technological Education, 19(2), 133-145. https://doi.org/10.1080/02635140120087687
Burns, J. C., Okey, J. R., & Wise, K. C. (1985). Development of an integrated process skill test: TIPS II. Journal of Research in Science Teaching, 22(2), 169-177. https://doi.org/10.1002/tea.3660220208
Chang, H. -P., Chen, C. -C., Guo, G. -J., Cheng, Y. -J., Lin, C. -Y., & Jen, T. -H. (2011). The development of a competence scale for learning science: Inquiry and communication. International Journal of Science and Mathematics Education, 9(5), 1213-1233. https://doi.org/10.1007/s10763-010-9256-x
Chang, Y. -L. A., & Wu, S. -C. A. (2018). A case study on developmental changes of eleventh graders’ scientific inquiry competences. EURASIA Journal of Mathematics, Science and Technology Education, 14(1), 363-382. https://doi.org/10.12973/ejmste/79838
Chi, S., & Wang, Z. (2023). How peer feedback after hands-on scientific inquiry activities affects students’ scientific inquiry competence? Research in Science Education, 53(6), 1035-1061. https://doi.org/10.1007/s11165-023-10121-w
Dahsah, C. (2017). Scientific inquiry in the next generation science standards. Humanity and Social Science Journal, Ubon Ratchathani University, 8(2), 123-132. https://so02.tci-thaijo.org/index.php/human_ubu/article/view/214682 [in Thai]
Deekhamhai, Y. (2020). Development of learning management in discovery method accompanied by collaborative learning to enhance scientific inquiry competency in science subject for Secondary 3 (Grade 9) students [Master’s thesis, Rajamangala University of Technology Thanyaburi]. Intellectual Repository at Rajamangala University of Technology Thanyaburi. http://www.repository.rmutt.ac.th/xmlui/handle/123456789/4216 [in Thai]
Dillashaw, F. G., & Okey, J. R. (1980). Test of the integrated science process skills for secondary science students. Science Education, 64(5), 601–608. https://doi.org/10.1002/sce.3730640506
Disakul, T. (2022). An action research on enhancing grade 11 students’ scientific inquiry process evaluating and design competency using inquiry based on STEM education learning acid-base [Independent study, Naresuan University]. Naresuan University Institutional Repository (NUIR). http://nuir.lib.nu.ac.th/dspace/handle/123456789/5364 [in Thai]
Familari, M., da Silva, K. B., Rayner, G., Young, J., Cross, A., & Blanksby, T. (2013). Scientific inquiry skills in first year biology: Building on pre-tertiary skills or back to basics? International Journal of Innovation in Science and Mathematics Education, 21(1), 1-17. https://www.researchgate.net/publication/258257260_Scientific_inquiry_skills_in_first_year_biology_Building_on_pre-tertiary_skills_or_back_to_basics
Fraser, B. J. (1980). Development and validation of a test of enquiry skills. Journal of Research in Science Teaching, 17(1), 7-16. https://doi.org/10.1002/tea.3660170103
Germann, P. J., & Aram, R. J. (1996). Student performances on the science processes of recording data, analyzing data, drawing conclusions, and providing evidence. Journal of Research in Science Teaching, 33(7), 773-798. https://doi.org/10.1002/(SICI)1098-2736(199609)33:7<773::AID-TEA5>3.0.CO;2-K
Germann, P. J., Aram, R., & Burke, G. (1996a). Identifying patterns and relationships among the responses of seventh‐grade students to the science process skill of designing experiments. Journal of Research in Science Teaching, 33(1), 79-99. https://doi.org/10.1002/(SICI)1098-2736(199601)33:1<79::AID-TEA5>3.0.CO;2-M
Germann, P. J., Aram, R., Odom, A. L., & Burke, G. (1996b). Student performance on asking questions, identifying variables, and formulating hypotheses. School Science and Mathematics, 96(4), 192–201. https://doi.org/10.1111/j.1949-8594.1996.tb10224.x
Hung, P.-H., Hwang, G.-J., Wu, T.-H., Lin, I.-H., Lee, Y.-H., & Chang, W.-Y. (2012). The differences of collaborative learning and scientific inquiry competencies between experienced and novice learners in ubiquitous problem-based learning. In Proceedings of the Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education (277–281). IEEE. https://doi.org/10.1109/WMUTE.2012.67
Independent Committee for Education Reform. (2020). Special Report No. 12: Competency-based curriculum and instruction. https://www.thaiedreform.org/wp-content/uploads/2020/01/CommissionReport14.pdf [in Thai]
Institute for the Promotion of Teaching Science and Technology. (2023). PISA assessment results 2000–2022. https://pisathailand.ipst.ac.th/pisa-results [in Thai]
Jatmaneerungjaroen, S. (2023). Competency-based inquiry approach. Faculty of Education, Phuket Rajabhat University. [in Thai]
Kanyonga, L., Kafanabo, E. J., Kessio, D. K., & Chumba, S. K. (2024a). The relationship between social engagement in experiments and scientific inquiry competencies: Mediating effect of deep and surface learning approaches. The Educator: A Journal of the School of Education, Moi University, 4(1), 1-20. https://journals.mu.ac.ke/index.php/edj/article/view/391
Kanyonga, L., Kessio, D. K., Kafanabo, E. J., & Chumba, S. K. (2024b). Students’ levels of agentic engagement in experiments and its effect on scientific inquiry competencies in technical education and training institutions in Tanzania. European Journal of Education Studies, 11(8), 258-278. https://doi.org/10.46827/ejes.v11i8.5469
Kremer, K., Fischer, H. E., Kauertz, A., Mayer, J., Sumfleth, E., & Walpuski, M. (2012). Assessment of standard-based learning outcomes in science education: Perspectives from the German project ESNaS. In S. Bernholt, K. Neumann, & P. Nentwig (Eds.), Making it tangible — Learning outcomes in science education (217–235). Waxmann.
Ladachart, L., & Yuenyong, C. (2016). What Thai science teachers should learn from the programme for international student assessment. Parichart Journal, 28(2), 109-137. https://so05.tci-thaijo.org/index.php/parichartjournal/article/view/43189 [in Thai]
Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal of Research in Science Teaching, 51(1), 65–83. https://doi.org/10.1002/tea.21125
Lu, Y. -Y., Lin, H. -S., Smith, T. J., Hong, Z. -R., & Hsu, W. -Y. (2020). The effects of critique-driven inquiry intervention on students’ critical thinking and scientific inquiry competency. Journal of Baltic Science Education, 19(6), 954-971. https://doi.org/10.33225/jbse/20.19.954
Mayer, J., Grube, C., & Möller, A. (2009). Kompetenzmodell naturwissenschaftlicher Erkenntnisgewinnung. In U. Harms, & A. Sandmann (Eds.), Lehr- und Lernforschung in der Biologiedidaktik. Band 3: Ausbildung und Professionalisierung von Lehrkräften (63-79). StudienVerlag.
Ministry of Education. (2017). Indicators and core contents of science learning group (Revised edition B.E. 2560) according to The Basic Education Core Curriculum B.E. 2551. Bangkok, Thailand: Printing Agriculture Cooperatives of Thailand. https://academic.obec.go.th/web/document/view/131 [in Thai]
National Research Council. (1996). National science education standards. The National Academies Press. https://doi.org/10.17226/4962
Nehring, A., Nowak, K. H., zu Belzen, A. U., & Tiemann, R. (2015). Predicting students’ skills in the context of scientific inquiry with cognitive, motivational, and sociodemographic variables. International Journal of Science Education, 37(9), 1343–1363. https://doi.org/10.1080/09500693.2015.1035358
Nowak, K. H., Nehring, A., Tiemann, R., & Upmeier zu Belzen, A. (2013). Assessing students’ abilities in processes of scientific inquiry in biology using a paper-and-pencil test. Journal of Biological Education, 47(3), 182-188. https://doi.org/10.1080/00219266.2013.822747
Office of the Basic Education Commission. (2021). Competency-based curriculum. https://cbethailand.com/หลักสูตร/หลักสูตรฐานสมรรถนะ [in Thai]
Organisation for Economic Co-operation and Development. (2019). OECD future of education and skills 2030: OECD learning compass 2030. A series of concept notes.
Petermann, V., & Vorholzer, A. (2022). Relationship between beliefs of teachers about and their use of explicit instruction when fostering students’ scientific inquiry competencies. Education Sciences, 12(9), 593. https://doi.org/10.3390/educsci12090593
Phadungphon, P. (2023). MOE announces PISA 2022 results, explains reasons for Thailand's decline in rankings, and seeks solutions to reduce learning inequality. https://moe360.blog/2023/12/07/pisa-2022 [in Thai]
Pruekpramool, C. (2023). Assessing learners’ competencies in science learning. Journal of Educational Measurement, Mahasarakham University, 29(1), 1-19. https://so02.tci-thaijo.org/index.php/jemmsu/article/view/254416 [in Thai]
Rohandi (2022). Pre-service science teachers’ competence and confidence in scientific inquiry. International Journal of Applied Sciences and Smart Technologies, 4(2), 267-280. https://doi.org/10.24071/ijasst.v4i2.5428
Rönnebeck, S., Bernholt, S., & Ropohl, M. (2016). Searching for a common ground–A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161-197. https://doi.org/10.1080/03057267.2016.1206351
Singhasena, S. (2022). Effects of virtual science simulation-based learning in online collaboration platform on scientific inquiry competency of lower secondary students [Master's thesis, Chulalongkorn University]. Chulalongkorn University Intellectual Repository (CUIR). https://cuir.car.chula.ac.th/handle/123456789/82673 [in Thai]
Stiller, J., Nehring, A., & Tiemann, R. (2013). Chemistry student teachers’ scientific inquiry competencies. Science Education Review Letters, 2013(3), 15–20. https://doi.org/10.18452/8209
Suwanjinda, D. (2023). A study of teaching for the development of scientific inquiry competence of science teachers in lower secondary level. Journal of Education Thaksin University, 23(2), 98-112. https://so02.tci-thaijo.org/index.php/eduthu/article/view/260321 [in Thai]
Tamir, P., Nussinovitz, R., & Friedler, Y. (1982). The design and use of a practical tests assessment inventory. Journal of Biological Education, 16(1), 42–50. https://doi.org/10.1080/00219266.1982.9654417
Teig, N. (2022). Inquiry in science education. In T. Nilsen, A. Stancel-Piątak, & J. E. Gustafsson (Eds.), International handbook of comparative large-scale studies in education: Perspectives, methods and findings (1135–1165). Springer. https://doi.org/10.1007/978-3-030-38298-8_62-1
Temiz, B. K., Tasar, M. F., & Tan, M. (2006). Development and validation of a multiple format test of science process skills. International Education Journal, 7(7), 1007-1027. https://www.researchgate.net/publication/285978114_Development_and_validation_of_a_multiple_format_test_of_science_process_skills
Tobin, K. G., & Capie, W. (1982). Development and validation of a group test of integrated science processes. Journal of Research in Science Teaching, 19(2), 133-141. https://doi.org/10.1002/tea.3660190205
Virginia Mathematics and Science Coalition. (2013). Scientific Inquiry and the Nature of Science Task Force Report: Preface. Journal of Mathematics and Science: Collaborative Explorations, 13(1), 3–4. https://doi.org/10.25891/FAF3-RS87
Vo, D. V., & Simmie, G. M. (2025). Assessing scientific inquiry: A systematic literature review of tasks, tools and techniques. International Journal of Science and Mathematics Education, 23, 871-906. https://doi.org/10.1007/s10763-024-10498-8
Vorholzer, A., von Aufschnaiter, C., & Kirschner, S. (2016). Entwicklung und Erprobung eines Tests zur Erfassung des Verständnisses experimenteller Denk- und Arbeitsweisen. Zeitschrift für Didaktik der Naturwissenschaften 22, 25–41. https://doi.org/10.1007/s40573-015-0039-3
Wu, P. -H., Kuo, C. -Y., Wu, H. -K., Jen, T. -H., & Hsu, Y. -S. (2018). Learning benefits of secondary school students’ inquiry-related curiosity: A cross-grade comparison of the relationships among learning experiences, curiosity, engagement, and inquiry abilities. Science Education, 102(5), 917–950. https://doi.org/10.1002/sce.21456
