How a technology-augmented inquiry approach affects teacher practice and student learning in disadvantaged science classrooms

Abstract Facilitating productive scientific inquiry remains a significant challenge in resource-constrained contexts, where systemic barriers, ranging from student cognitive gaps to high teacher orchestration loads, often derail the implementation of inquiry-based pedagogies. While technology-augmented approaches offer potential solutions, the mechanisms by which they function in disadvantaged settings remain underexplored. This quasi-experimental study investigated a context-adapted technology-augmented inquiry approach (TAIA) designed to mitigate these barriers. In a comparative analysis of two secondary classrooms, the experimental group (EG, n = 46) used a digital platform for inquiry scaffolding, while the comparison group (CG, n = 48) engaged in an equivalent worksheet-supported inquiry. Results indicated that TAIA significantly enhanced students’ scientific learning achievements and their perceptions of teacher support. Furthermore, micro-level analysis of classroom practice revealed that the platform’s real-time visibility afforded the teacher a shift from reactive, content-focused correction to proactive, inquiry-related coaching tailored to students’ emerging needs. These findings suggest that technology engineered to provide pedagogical visibility, simultaneously scaffolding student inquiry and alleviating teacher orchestration load, can help transform teaching practices and democratize access to high-quality science education.