The Development of Grade 6 Student’s Understanding of The Nature of Science through Socio-Scientific Inquiry-based Learning

Abstract

This research aims to enhance Grade 6 students' understanding of the nature of science through inquiry-based learning focused on Socio-Scientific Issues based learning (SSIBL). The study involved 22 Grade 6 students and employed a classroom action research model. The research utilized several tools including inquiry-based lesson plans centered on natural phenomena and geological disasters, activity worksheets, assessments of the understanding of the nature of science, and student’s reflective journal. Data analysis involved content analysis and descriptive statistics. The findings revealed that Grade 6 students' understanding of the nature of science significantly improved following their engagement in science inquiry learning integrated with social issues. The results indicated a notable advancement in science learning activities when employing inquiry-based learning with socio-scientific issues. Specifically, there were discernible differences observed, particularly in the realms of observation, commentary, imagination, and creative thinking in the pursuit of scientific knowledge. While these aspects varied, they were interconnected, demonstrating the efficacy of incorporating socio-scientific issues into science education to foster a deeper understanding of the nature of science among Grade 6 students.