Elementary School Students’ Understanding of Nature of Scientific Inquiry: A Preliminary Results and Proposed Practical Framework

Abstract

With the benefits of the inquiry-based learning environment provides opportunities for students to enquire knowledge in a procedural way by using technology in science classrooms. Similarly, the nature of scientific inquiry (NOSI) is the fundamental understanding of scientific inquiry in which students should know how to do practice to obtain scientific knowledge. The aim of this study was to investigate the understanding about the nature of scientific inquiry in elementary students. A total of 22 participants were involved in this study. A View about Scientific Inquiry for Elementary (VASI-E) questionnaire was administered to capture their understanding of NOSI. Data were analyzed by content analysis and inter-rater reliability techniques. The research results showed that the elementary school students mostly lack of a multiple method aspect regarding understanding about the nature of scientific inquiry. Consequently, a three-layers competency-based inquiry learning activities with supports of digital technology has been proposed as innovative instructional intervention to improve elementary school students’ understanding of NOSI, and an illustrative idea is also presented in this paper.