Evidence Seeking and Reasoning Growth in Grade 7 Science Inquiry

Abstract

This study investigated how evidence-seeking practices contributed to the growth of scientific reasoning among Grade 7 learners engaged in science inquiry in Tumauini, Isabela. A three-wave prospective longitudinal panel design was employed with 180 Grade 7 learners selected through proportionate stratified random sampling. Data were gathered using an Evidence-Seeking in Science Inquiry Scale and a Scientific Reasoning Performance Measure administered at three points within an academic quarter. Descriptive statistics and bivariate latent change score modeling were used to determine changes in both constructs and to test whether earlier evidence seeking predicted subsequent reasoning growth. Results showed progressive improvement in evidence identification, evaluation, and integration, alongside gains in data interpretation, coordination of claims and evidence, examination of variables, and justification of conclusions. Evidence seeking significantly predicted later increases in scientific reasoning, with a stronger effect observed during the second measurement interval. Concurrent changes in the two constructs were also moderately and positively associated. Despite these gains, learners continued to show difficulty in evaluating evidence quality and providing well-supported scientific conclusions. The findings indicate that evidence seeking functions as an important pathway in the development of scientific reasoning during Grade 7 inquiry. Science instruction should therefore provide sustained opportunities for learners to compare evidence, assess its relevance and adequacy, and defend conclusions through explicit reasoning.