Designing a Phenomenon-Based Learning Boxset to foster scientific literacy in under-resourced schools

Scientific literacy is essential for equipping students with critical thinking and problem-solving skills. However, under-resourced schools often rely on outdated instructional methods and lack inquiry-based learning materials. This study develops and qualitatively evaluates a Phenomenon-Based Learning Boxset, an innovative tool designed to nurture scientific literacy through hands-on, inquiry-driven activities. This study applies an Educational Design Research (EDR) framework based on three phases: (1) Analysis & Exploration: interviews with 17 teachers and 200 students surface barriers such as limited interactive tools and insufficient teacher preparation; (2) Design & Construction phase produces a prototype Boxset integrating phenomenon-based scenarios, simple hands-on investigations, and guided inquiry routines; and (3) Evaluation & Reflection: the Boxset undergoes expert review for content relevance and classroom-based qualitative evaluation across six weeks in three under-resourced schools, drawing on low-inference observations by two or more researchers, brief student focus groups, post-lesson teacher interviews, and learner notebooks. Findings show heightened student motivation, more frequent questioning and evidence use, and emergent scientific reasoning. Furthermore, teachers reported increased confidence in facilitating inquiry while noting challenges in curriculum alignment and resource accessibility. The findings also derive transferable design principles for STEM teaching in low-resource settings and offers practical implications for curriculum designers and policymakers.