Promoting Inquiry-Based Learning in Thai Science Education: Enhancing Scientific Literacy and Critical Thinking

Abstract

Background: Thai science education remains largely lecture-based, emphasizing rote memorization and standardized testing. Such approaches inadequately cultivate scientific literacy and critical thinking—competencies essential for addressing 21st-century challenges such as climate change, healthcare decision-making, and technological innovation. Passive knowledge transmission limits student engagement, constrains higher-order thinking, and weakens learners’ ability to apply scientific understanding to real-world contexts. This gap between memorization and authentic inquiry highlights the need for pedagogical transformation toward more student-centered, inquiry-driven learning models.

Purpose: This study investigated the potential of Inquiry-Based Learning (IBL) to enhance scientific literacy and critical thinking in Thai science education. It examined the limitations of traditional methodologies, evaluated IBL implementation through selected case studies, identified barriers to adoption—including teacher preparedness, resource constraints, and curricular rigidity—and proposed recommendations to support systemic reform through policy adjustment, professional development, and curriculum modernization aligned with inquiry principles.

Methods: A comprehensive analytical approach was employed, integrating literature review of constructivist learning theories underpinning IBL, analysis of the Thai National Science Curriculum, and review of science literacy assessment data indicating gaps in comprehension and application. Case studies of successful IBL implementation in Thai institutions were examined to evaluate student motivation, performance, and skill development. The study also assessed teacher preparation programs to identify professional development needs for effective inquiry facilitation. Pedagogical comparisons were conducted between traditional lecture-based instruction and student-centered strategies involving experimentation, collaborative problem-solving, hypothesis formation, and real-world application.

Results: Traditional science instruction demonstrated significant shortcomings, including overemphasis on memorization, limited conceptual understanding, minimal practical application, and insufficient teacher training in inquiry methods. In contrast, IBL case studies revealed improved student motivation, stronger conceptual mastery, enhanced analytical reasoning, and greater collaborative problem-solving skills. STEM models incorporating design thinking and hands-on experimentation further strengthened knowledge retention and contextual understanding. However, implementation challenges included student adjustment to active learning, inadequate teacher preparation, limited instructional resources, rigid curricular frameworks, and societal emphasis on standardized testing outcomes.

Conclusions: Inquiry-Based Learning offers an effective pathway for transforming Thai science education by fostering scientific literacy, critical thinking, creativity, and collaboration. Sustainable implementation requires systemic reform, including targeted teacher professional development, curriculum restructuring toward active exploration, improved resource support, and policy frameworks that value critical thinking alongside standardized assessments.