Scientific Curiosity Building through Guided Inquiry in Secondary Science
DOI:
https://doi.org/10.5281/zenodo.22952150Keywords:
curiosity building, guided inquiry, inquiry-based learning, science education, scientific curiosity, secondary learnersAbstract
This study examined how guided inquiry contributed to the development of scientific curiosity among Grade 9 learners in San Pablo, Isabela. Using a cross-sectional predictive survey design with a quantile-regression framework, the research involved 190 learners selected through proportionate stratified random sampling. Data were gathered using validated measures of guided inquiry experiences and scientific curiosity. Median, interquartile range, and median absolute deviation were used to describe the distributions of the variables, while quantile regression with 5,000 bootstrap resamples determined whether the predictive contribution of guided inquiry varied across levels of scientific curiosity. Results showed that learners experienced guided inquiry at a moderate level, while overall scientific curiosity was also moderate. Among the dimensions of curiosity, stretching and engagement in science practices were relatively stronger, whereas embracing uncertainty emerged as the weakest area. Guided inquiry significantly predicted scientific curiosity at the 25th, 50th, and 75th percentiles, with the strongest coefficient observed among learners in the lower curiosity group. The findings indicate that guided inquiry may be particularly beneficial for learners who demonstrate limited inclination to question, investigate, or persist in uncertain scientific situations. Strengthening guided questioning, evidence-based investigation, experimentation, and reflective explanation is therefore recommended, with differentiated teacher scaffolding based on learners’ levels of scientific curiosity.
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