COMPARING SIMULATION-BASED AND BLENDED INQUIRY LEARNING IN PRIMARY SCIENCE: EFFECTS ON SCIENCE INQUIRY SKILLS AND AFFECTIVE OUTCOMES

Soyeon Kim; Jung-Ho Byeon

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COMPARING SIMULATION-BASED AND BLENDED INQUIRY LEARNING IN PRIMARY SCIENCE: EFFECTS ON SCIENCE INQUIRY SKILLS AND AFFECTIVE OUTCOMES

Title	COMPARING SIMULATION-BASED AND BLENDED INQUIRY LEARNING IN PRIMARY SCIENCE: EFFECTS ON SCIENCE INQUIRY SKILLS AND AFFECTIVE OUTCOMES
Publication Type	Journal Article
Year of Publication	2026
Authors	Kim, S, Byeon, J-H
Journal	Journal of Baltic Science Education
Volume	25
Issue	4
Start Page	650-666
Pagination	Continuous
Date Published	August / 2026
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	affective domain, blended inquiry, primary science education, science inquiry skills, simulation-based inquiry
Abstract	Inquiry-based learning structured through the 5E learning cycle is widely recognised for fostering conceptual understanding and scientific reasoning. However, optimal strategies for supporting inquiry in primary classrooms remain debated. Empirical comparisons of hands-on, simulation-based, and blended inquiry approaches in primary science classes remain limited, particularly with respect to their effects on scientific inquiry skills and affective outcomes. This study developed a simulation-based inquiry module aligned with the 5E learning cycle and compared three inquiry approaches using a quasi-experimental pre-test and post-test design across six intact sixth-grade classes. Scientific inquiry skills and affective outcomes were measured before and after the inquiry activities. ANCOVA revealed significant group differences in several integrated scientific inquiry skills, including transforming data, interpreting data, formulating hypotheses, and controlling variables. Both simulation-based and blended inquiry approaches improved higher-order scientific inquiry skills and learning motivation, with the blended approach showing the most consistent effects. The effects were more pronounced in integrated inquiry skills and task commitment than in basic inquiry skills and some affective subcomponents. These findings indicate that simulations are most effective when integrated sequentially with hands-on experimentation in primary science learning.
URL	https://oaji.net/articles/2026/987-1789235285.pdf
DOI	10.33225/jbse/26.25.650
Refereed Designation	Refereed
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