Inquiry-Based Learning: Effects on Preservice Elementary Teachers’ Scientific Literacy and Conceptual Understanding

Abstract

This study examined the effects of Inquiry-Based Basic Science Learning on the scientific literacy and conceptual understanding of preservice elementary teachers. A quasi-experimental pretest–posttest control-group design using two intact classes involved 73 preservice elementary teachers at an Indonesian university, with 38 participants in the inquiry group and 35 in the regular-instruction group. The intervention was implemented over eight weeks using electricity and energy as the instructional context. Scientific literacy was measured using an 18-item contextual test, while conceptual understanding was assessed using a 20-item two-tier diagnostic test. Data were analyzed using descriptive statistics, assumption testing, analysis of covariance (ANCOVA), Holm-adjusted significance tests, and partial eta squared. After controlling for baseline performance, the inquiry group achieved significantly higher scientific-literacy scores than the regular-instruction group, with an adjusted mean difference of 14.19 points, p < .001, partial η² = .618. The inquiry group also demonstrated significantly higher conceptual understanding, with an adjusted mean difference of 17.54 points, p < .001, partial η² = .725. The strongest scientific-literacy difference occurred in evaluating and designing scientific enquiry, while conceptual-understanding advantages were observed consistently across all five electricity-and-energy indicators. These findings indicate that structured inquiry can support both scientific literacy and conceptual understanding in preservice elementary teacher education.