Improving Scientific Explanation Competency in Elementary Students through Simulation-transformed Inquiry Learning Cycle on Electrical Circuits

Abstract

Developing learners’ competency in constructing scientific explanations is essential for fostering science literacy. 5E inquiry learning cycle enriched with interactive science simulations offers a promising strategy to actively engage students, support evidence-based reasoning, and build a solid scientific explanation competency vital for informed citizenship in the digital age. This study examines the impact of a simulation-infused inquiry learning cycle on sixth-grade students’ scientific explanation competency about electrical circuits. A quasi-experimental design involved 77 students divided into experimental (n = 38) and control (n = 39) groups. The experimental group engaged with a simulation-transformed 5E inquiry learning cycle, while the control group received conventional 5E inquiry learning cycle. Pre- and post-test data were analyzed using SPSS. The results revealed that both groups improved significantly from pre-test to post-test. However, the experimental group showed significantly higher post-test scores compared to the control group, with a statistically significant difference between groups after the intervention. No significant difference was found between the groups in the pre-test scores, confirming baseline equivalence. These results suggest that simulation-transformed inquiry learning cycle enhances students’ ability to construct scientific explanations more effectively than conventional inquiry learning mode. This approach offers a promising strategy for promoting science literacy and improving science learning outcomes in elementary education.