The triple lens of inquiry: Unlocking the secrets to enhancing generic science skills of students in biology

Abstract

The research viewed the Generic Science Skills of Biology Students under the triple inquiry lenses of Problem-based Learning (PBL), Argumentation-based Learning (ABL), and Visualised-Case-based Learning (VCBL) instructional strategies. Each strategy was implemented independently to assess its unique contribution. The study thematically refers to these approaches as a Triple Lens of Inquiry, emphasizing their individual roles in supporting Biology instruction through inquiry-based learning. The research adopted a non-equivalent pretest-posttest control group quasi-experimental design. The research selected four schools through random sampling. The stimulus instrument was Teacher's Instructional Guide for Genetics (TIGG) for PBL, ABL, VCBL, and CTM. Thus, the response instrument, Generic Science Skills Assessment (GSSA), was used to gather data for the study. Data collected were analysed using analysis of Covariance (ANCOVA). Bonferroni post-hoc analyses were employed to determine significant differences between control and treatment groups in terms of the generic science skills. Students who learned Biology through PBL, ABL, and VCBL displayed different levels of generic science skills (F = 35.012, p < .05). The study found that participants exposed to the ABL instructional strategy developed a higher level of generic science skills than those in other groups after treatment. While no SDG indicators were quantified, it remains an open question whether increases in generic science abilities in both ABL and VCBL help in meeting the capacity-building objectives of SDG 4. Also, transfers of genetics literacy might lead to the achievements contributing to SDG 3. Thus, longitudinal follow-up is really needed. • Argumentation-based Learning significantly enhances students' generic science skills. • Study was conducted among senior secondary (high) school three (SS3) Biology students. • Argumentation-based Learning is more effective than other inquiry strategies. • Enhancing generic science skills of students may indirectly lead to the achievement of Sustainable Development Goals, notably SDGs 3 and 4.