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October 3, 2025SCIENCE International JournalOpen Access

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

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Authors

DRDragana RadivojevićUniversity of East SarajevoNGNeda GavrićUniversity of East Sarajevo

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Implication

Parallel-group experiment improved scientific literacy in younger school-age students, suggesting effective teaching models.

Key Points

  • Students using problem-based and inquiry-based learning showed improved scientific literacy compared to traditional methods.
  • 224 fifth-grade students participated, with no significant differences between the inquiry and problem-based groups.
  • The study involved a parallel-group experiment with assessments after a seven-week program on Earth and Space topics.
  • Findings highlight the importance of incorporating both learning models in Nature and Society classes for greater educational impact.

Cite This Study

Radivojević et al. (2025) studied this question.

synapsesocial.com/papers/68e02f34f0e39f13e7fa2345https://doi.org/10.35120/sciencej0403115r
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