The Impact of Open Inquiry-Based Science Activities on Fourth Grade Students’ Scientific Thinking Habits and Decision-Making Skills
DOI:
https://doi.org/10.63556/ankad.v9i4.320Keywords:
Open inquiry, scientific thinking, primary school, decision makingAbstract
This study aims to investigate the effect of open, inquiry-based science activities on the development of scientific thinking habits and decision-making skills among fourth-grade primary school students. The research sample comprised 49 fourth-grade pupils—25 assigned to the experimental group and 24 to the control group—from a primary school located in the Çekerek district of Yozgat Province, Türkiye. The study was carried out during the 2024–2025 academic year. Data were collected using two instruments: the Scientific Thinking Habits Scale for the Effects of Force Unit and the Decision-Making Skills Scale for Primary School Students. The data were analyzed using an independent samples t-test. The analysis revealed a statistically significant difference between the experimental group—who participated in open inquiry-based science activities—and the control group in terms of both scientific thinking habits and decision-making skills scores. These findings indicate that open inquiry-based science activities have a positive effect on the development of these skills in fourth-grade primary school students. Based on the results, it can be suggested that open inquiry-based science activities serve as an effective pedagogical tool for fostering scientific thinking habits and decision-making skills. This conclusion is supported by the evidence demonstrating the positive influence of such activities on students’ cognitive development in these areas.
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