Inquiry-Based Science Exposure and Environmental Awareness Among Grade 3 Pupils
DOI:
https://doi.org/10.5281/zenodo.19717799Keywords:
Descriptive-correlational design, elementary science education, environmental awareness, inquiry-based science, Grade 3 pupilsAbstract
Growing concern over children’s environmental understanding has drawn attention to the role of inquiry-oriented science experiences in the elementary classroom. This investigation explored the relationship between inquiry-based science exposure and environmental awareness among Grade 3 pupils of Santa Isabel Sur Elementary School in the City of Ilagan, Isabela. Specifically, it described the pupils’ extent of exposure to inquiry-based science experiences, assessed their level of environmental awareness, and determined whether a significant relationship existed between the two variables. The study employed a descriptive-correlational research design and utilized a validated researcher-made questionnaire with a Cronbach’s alpha coefficient of 0.91. Data were analyzed using weighted mean, standard deviation, and Spearman rank-order correlation. Results revealed that the pupils demonstrated a very high extent of inquiry-based science exposure and a very high level of environmental awareness. The findings further indicated a significant positive relationship between the two variables, suggesting that greater exposure to inquiry-oriented science activities was associated with higher environmental awareness. These results highlight the educational value of guided inquiry in fostering not only science engagement but also environmental consciousness among young learners.
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