Improving Students’ Scientific Literacy Through Inquiry-Based Biology Learning in German Secondary Schools

Abstract

This study investigates the effectiveness of inquiry-based learning approaches for enhancing scientific literacy among secondary school students in Germany, addressing concerns about declining science competencies and engagement documented in international assessments. Employing a mixed-methods quasi-experimental design, the research involved 360 students from nine Gymnasium schools across three German states, with experimental groups experiencing structured inquiry-based biology instruction while control groups received traditional content-focused teaching over one academic year. Scientific literacy was assessed using adapted PISA science literacy frameworks measuring competencies in explaining phenomena scientifically, evaluating and designing scientific inquiry, and interpreting data and evidence critically. Results demonstrate that inquiry-based approaches produced significantly higher gains in scientific literacy competencies compared to traditional instruction, with effect sizes ranging from moderate to large across literacy dimensions. Students in inquiry-based classrooms showed particular improvements in experimental design, evidence evaluation, and applying biological knowledge to real-world contexts. However, implementation challenges emerged including teacher preparation needs, curriculum coverage pressures, and assessment alignment difficulties. This research provides empirical support for inquiry-based biology education while illuminating contextual factors influencing implementation success in German educational settings.