A Framework for Strengthening Science Learning Using Innovative Teaching and Inquiry-Based Methods

Abstract

Science learning has undergone significant pedagogical shifts in response to evolving cognitive theories, technological integration, and contemporary demands for problem-solving competence, critical reasoning, and experiential understanding. This review paper critically examines the convergence of innovative teaching strategies and inquiry-based learning approaches as a comprehensive framework for strengthening science education across varying academic stages, emphasizing how instructional transformation facilitates deeper conceptual acquisition, sustained learner engagement, and the development of higher-order thinking skills. Drawing upon theoretical foundations, empirical research, and classroom-based applications, the review highlights the transition from didactic knowledge transmission toward participatory, constructivist, student-centered models that embed experimentation, reflective questioning, collaborative exploration, and authentic real-world connections. The paper further investigates the influence of teacher competency, learning environments, resource accessibility, interdisciplinary connections, and assessment paradigms that support or hinder effective implementation of inquiry-driven science instruction. By synthesizing the contributions of contemporary scholarship, this work provides a structured analytical perspective demonstrating how pedagogical innovation strengthens scientific literacy, supports cognitive development, and prepares learners to navigate increasingly complex STEM landscapes. The review concludes by proposing an integrated conceptual alignment between inquiry methodology, instructional innovation, reflective scaffolding, and learner autonomy as a sustainable path for strengthening science education and fostering meaningful learning outcomes.