The Role of Inquiry Based Learning in Promoting Scientific Literacy in Biology Education

Scientific literacy remains a central concern in Biology education due to persistent reports of weak conceptual understanding, limited reasoning ability, and poor application of biological knowledge among secondary school students in Nigeria. Instructional practices in many classrooms continue to rely on teacher directed approaches that provide limited opportunities for learners to actively construct knowledge. This paper examines the role of inquiry-based learning in promoting scientific literacy in Biology education. The discussion is anchored on constructivist learning theory and inquiry learning theory, which explain learning as an active process shaped through questioning, investigation, and reflective thinking. Relevant empirical studies conducted within and outside Nigeria between 2018 and 2025 are examined to show how inquiry oriented instructional practices influence students’ understanding of biological concepts, process skills, and scientific reasoning. The paper also considers the implications of inquiry based learning for Biology teachers and curriculum implementation within the Nigerian education system. Suggestions are provided to guide effective classroom practice and teacher preparation with the aim of improving scientific literacy outcomes in secondary school Biology.