Developing students’ critical thinking through the 7E inquiry-based learning model in STEAM education

Wang, Di (2026) Developing students’ critical thinking through the 7E inquiry-based learning model in STEAM education. PhD thesis, University of Glasgow.

Abstract

An intervention study was carried out using a researcher-developed 7E IBL (7E Inquiry-Based Learning) model within STEAM (science, technology, engineering, arts and mathematics) education lessons at a public secondary school in Hong Kong, involving 240 students aged 13–15 in early 2023. This project used a mixed methods to examine how the model influenced the development of students’ CT (critical thinking). Quantitative analysis showed that the experimental group demonstrated a statistically significant improvement in CT dispositions, as measured by the California Critical Thinking Disposition Inventory – Chinese Version (CTDI-CV) (p < 0.001). While the overall CT skills scores, measured by the Educate Insight: K-12 School Assessment, did not show statistical significance (p = 0.098), the mean score increased from 85.96 (out of 100) to 87.31, suggesting an upward trend. The control group showed no meaningful change in either measure.

The qualitative findings aligned with the quantitative results, where participating teachers expressed positive views of the 7E IBL model. Findings from qualitative data suggest that the 7E IBL model increases students’ CT by building a coherent base of knowledge, encouraging curiosity-driven enquiry, and embedding metacognitive activation and reflective feedback into the learning process. Metacognitive activation, CT engagement, and reflective feedback appeared to be particularly effective in fostering both metacognitive development and the expansion of subject-specific understanding. The active role of teachers, together with students’ use of reflective notebooks, is also considered an important factor in this process.

Based on the above findings, this study also recommends that teachers receive appropriate preparation before implementing the new model, including a deep understanding of each stage and the confidence to apply it flexibly. In practice, carefully designed, context-rich inquiry tasks that combine individual initiative with structured collaboration are essential, as is guided reflection at the close of activities. Extending the implementation over two semesters or an entire school year may give students the time and experience needed to internalise CT habits more fully. Overall, this project established a new teaching model, the 7E IBL model, for STEAM education and provides empirical evidence for its use in secondary schools, offering practical guidance for future teaching innovations and research in this area.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools; L Education > LG Individual institutions (Asia. Africa)
• Colleges/Schools: College of Social Sciences > School of Social & Environmental Sustainability
• Supervisor's Name: Shirazi, Dr. Shaista, Lundie, Professor David and Salehjee, Dr. Saima
• Date of Award: 2026
• Depositing User: Theses Team
• Unique ID: glathesis:2026-85967
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 26 May 2026 13:12
• Last Modified: 26 May 2026 13:20
• Thesis DOI: 10.5525/gla.thesis.85967
• URI: https://theses.gla.ac.uk/id/eprint/85967