THE EFFECT OF PROBLEM-BASED AND INQUIRY-BASED LEARNING ON THE SCIENTIFIC LITERACY OF YOUNGER SCHOOL-AGE STUDENTS IN THE TEACHING OF NATURE AND SOCIETY
DOI:
https://doi.org/10.35120/sciencej0403115rKeywords:
problem-based learning, inquiry-based learning, scientific literacy, early school age, Nature and Society instructionAbstract
Early school age is marked by the introduction of various concepts about the world around us. It is crucial for children to develop clear understandings of these concepts in order to apply them in new situations. Functional knowledge fosters scientific literacy, which is of significant importance for individual development and is emphasized in Nature and Society classes through various teaching models. This study aims to examine the impact of problem-based and inquiry-based learning on scientific literacy in the context of teaching Nature and Society to younger school-age students. The research focused on content related to the planet Earth and Space—topics rich in scientific concepts and highly abstract. A parallel-group experiment was conducted with 224 fifth-grade students from two elementary schools in the Republic of Srpska. One group followed the inquiry-based learning model, another the problem-based model, and a control group was taught using traditional methods. Students were matched by gender, average grade in Nature and Society, and results of an initial test taken at the end of the fourth grade, and were randomly assigned to groups. After a seven-week experimental program, a final assessment was conducted. The results showed that students in both experimental groups outperformed those in the control group, with no statistically significant difference between the experimental groups. The study concludes that both problem-based and inquiry-based learning positively impact scientific literacy, highlighting the need for their wider application in the teaching of Nature and Society. Future research should explore these models across more diverse content areas to better understand their broader applicability.
Downloads
References
Akerson, V. L., Cesljarev, C., Liu, C., Lederman, J., Lederman, N., & El Ahmadie, N. (2023). Third and fourth grade students’ conceptions of the nature of scientific inquiry. International Journal of Science Education, 46(3), 205–221. DOI: https://doi.org/10.1080/09500693.2023.2226333
Bartels, S., & Lederman, J. (2022). What do elementary students know about science, scientists and how they do their work? International Journal of Science Education, 44(4), 627–646. DOI: https://doi.org/10.1080/09500693.2022.2050487
Kanphukiew, S., & Nuangchalerm, P. (2024). Enhancing Scientific Problem-Solving and Learning Achievement of Lower Secondary Students through Active Learning Management. Jurnal Pendidikan IPA Indonesia, 13(1), 172-181. DOI: https://doi.org/10.15294/jpii.v13i1.47672
Lazarova, S., & Dimitrova, S. (2021). Science education in primary school through ste(a)m approach and project based learning. KNOWLEDGE - International Journal , 49(2), 291–296.
Nainggolan, V., Situmorang, R., & Hastuti, S. (2021). Learning Bryophyta: Improving students’ scientific literacy through problem-based learning. Jurnal Pendidikan Biologi Indonesia, 7(1), 71-82. DOI: https://doi.org/10.22219/jpbi.v7i1.15220
OECD (2025). PISA 2025 Science Framework (second draft). Paris: OECD.
Radivojević, D., & Gavrić, N. (2023). Differences in the experience of science contents and its implementation in classroom teaching. SCIENCE International journal, 2(4), 17-23. DOI: https://doi.org/10.35120/sciencej0204017r
Rafafy Batlolona, J. & Franky Souisa, H. (2020). Problem based learning: Students’ mental models on water conductivity concept. International Journal of Evaluation and Research in Education (IJERE), 9(2), 269-277. DOI: https://doi.org/10.11591/ijere.v9i2.20468
Rafiq, A. A., Triyono, M. B., & Djatmiko, I. W. (2023). The Integration of Inquiry and Problem-Based Learning and Its Impact on Increasing the Vocational Student Involvement. International Journal of Instruction, 16(1), 659-684. DOI: https://doi.org/10.29333/iji.2023.16137a
Sulichka, I. (2024). The competence "cooperative problem solving" - scientific aspects. KNOWLEDGE - International Journal, 63(5), 663–667.
Ting Wen, C., Chung Liu, C., Yi Chang, H., Jung Chang, C., Hua Chang, M., Fan Chiang, H., Wei Yang, C., & Hwang Kwun, F. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149,С.
Unlu, Z., & Dokme, I. (2020). The Effect of Technology-Supported Inquiry-Based Learning in Science Education: Action Research. Journal of Education in Science Environment and Health, 6(2), 120-133. DOI: https://doi.org/10.21891/jeseh.632375
Vigotski, L. (1977). Mišljenje i govor. Beograd: Nolit.
Wen, C., Liu, C., Chang, H., Chang, C., Chang, M., Fan Chiang, S., Yang, C., & Hwang, F. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149, 103830. DOI: https://doi.org/10.1016/j.compedu.2020.103830
Wu, H., & Wu, C. (2011). Exploring the development of fifth graders’ practical epistemologies and explanation skills in inquiry-based learning classrooms. Research in Science Education, 41(3), 319–340. DOI: https://doi.org/10.1007/s11165-010-9167-4
Yakob, N., Kaliun, K., Ahmad Muslihin, A., Ahmad Rashid, R. & Abdullah, A. (2020). The effect of coupled inquiry-5E in enhancing the understanding of Meiosis concept. International Journal of Evaluation and Research in Education IJERE, 9 (1), 129-137. DOI: https://doi.org/10.11591/ijere.v9i1.20393
Zhao, L., He, W., Liu, X., Tai, K., & Hong, J. (2021). Exploring the effects on fifth graders’ concept achievement and scientific epistemological beliefs applying the prediction-observation-explanation inquiry-based learning model in science education. Journal of Baltic Science Education, 20(4), 664–676. DOI: https://doi.org/10.33225/jbse/21.20.664
Наставни програми за основно васпитање и образовање, Наставни програм за наставни предмет Природа и друштво за четврти разред основне школе (2021). Бања Лука: Републички педагошки завод Републике Српске. [Curriculum for primary education, Curriculum for the subject Nature and Society for the fourth grade of primary school (2021). Banja Luka: Republic Pedagogical Institute of the Republic of Srpska.]
Наставни програми за основно васпитање и образовање, Наставни програм за наставни предмет Природа и друштво за пети разред основне школе (2021). Бања Лука: Републички педагошки завод Републике Српске. [Curriculum for primary education, Curriculum for the subject Nature and Society for the fifth grade of primary school (2021). Banja Luka: Republic Pedagogical Institute of the Republic of Srpska.]
Павловић Бабић, Д., Бауцал, А. и Кузмановић, Д. (2009). Научна писменост, PISA 2003 и PISA 2006. Министарство просвете Републике Србије, Завод за вредновање квалитета образовања и васпитања, Институт за психологију Филозофског факултета Универзитета у Београду. [Pavlović Babić, D., Baucal, A. & Kuzmanović, D. (2009). Scientific literacy, PISA 2003 and PISA 2006. Ministry of Education of the Republic of Serbia, Institute for the Evaluation of Educational Quality, Institute of Psychology, Faculty of Philosophy, University of Belgrade]
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
