Strengthening Scientific Inquiry Skills Through Flipped Learning: A Quasi-Experimental Study in Primary Education

Abstract

The flipped classroom model has emerged as an innovative strategy that reorganizes classroom time to enhance active learning and the development of scientific competencies, especially in primary education. To determine whether the implementation of the flipped classroom improves scientific inquiry, critical thinking, and academic performance in sixth-grade students. A quasi-experimental design with a quantitative approach was used. A total of 70 students participated, divided into two groups (control and experimental). Pretest and posttest assessments were applied to measure scientific inquiry, critical thinking, and academic performance. Data were analyzed using descriptive and inferential statistics (Student’s t-test). The experimental group, which worked under the flipped classroom model, showed significant improvements in all measured dimensions (p < .01), with particularly notable differences in critical thinking (+1.34 points) and academic performance (+3.63 points) compared to the control group. The findings confirm that the flipped classroom fosters deep, autonomous, and collaborative learning, enhancing the development of higher-order cognitive skills. The flipped classroom stands out as an effective methodology for transforming science education, raising both academic and scientific performance in primary education.