The effects of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes

Abstract

The present study aimed to investigate the effects of Inquiry-Based Learning (IBL) environments, on students’ conceptual understanding of matter, scientific process skills and attitudes towards science. A teaching intervention was designed on the basis of IBL principles, which was put into practice in a 5th grade science class (n = 20). Instruction lasted 8 weeks in total as provided by normal science curriculum. The success of teaching intervention was tested via concept test, scientific process skills test and attitude scale. The findings indicated that IBL had a positive impact on students’ conceptual understanding and scientific process skills, but did not make any difference on their attitudes towards science.