Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence

TLDR

University education reforms have shifted toward student‑centered designs, with inquiry‑based learning promoted to boost science literacy, yet comparative evidence against traditional curricula remains scarce. Inquiry lab instruction produced larger gains in science literacy and research skills, increased student confidence, and was valued for authentic exposure, though its complexity also contributed to student resistance.

Abstract

Calls for reform in university education have prompted a movement from teacher- to student-centered course design, and included developments such as peer-teaching, problem and inquiry-based learning. In the sciences, inquiry-based learning has been widely promoted to increase literacy and skill development, but there has been little comparison to more traditional curricula. In this study, we demonstrated greater improvements in students’ science literacy and research skills using inquiry lab instruction. We also found that inquiry students gained self-confidence in scientific abilities, but traditional students’ gain was greater –likely indicating that the traditional curriculum promoted over-confidence. Inquiry lab students valued more authentic science exposure but acknowledged that experiencing the complexity and frustrations faced by practicing scientists was challenging, and may explain the widespread reported student resistance to inquiry curricula.