FEASIBILITY AND EFFECTIVENESS OF CULTURALLY SUSTAINING INQUIRY-BASED LEARNING INTEGRATED WITH SOCIO-SCIENTIFIC ISSUES FOR ENHANCING CRITICAL THINKING ON CLIMATE CHANGE
FEASIBILITY AND EFFECTIVENESS OF CULTURALLY SUSTAINING INQUIRY-BASED LEARNING INTEGRATED WITH SOCIO-SCIENTIFIC ISSUES FOR ENHANCING CRITICAL THINKING ON CLIMATE CHANGE

Summary/Abstract: Amid the global climate crisis, science education must move beyond neutral knowledge delivery toward fostering critical thinking, environmental ethics, and scientific agency. This study explores the feasibility and effectiveness of a Culturally Sustaining Inquiry-Based Learning model integrated with Socio-Scientific Issues (CSIL-SSI) to enhance upper-secondary students’ critical thinking on climate change (CC). The model combines inquiry-based learning and SSI while incorporating students’ local culture and indigenous knowledge. A mixed-method approach involved classroom observations and pre-post critical thinking tests analyzed using a right-tailed paired-sample t-test. Results showed high feasibility (M= 4.00) in most aspects, though some challenges were noted in group dynamics and student reflection. The t-test indicated a significant improvement in post-test scores (p < .05), confirming the model’s effectiveness. These findings support CSIL-SSI as a feasible and impactful framework that promotes culturally relevant, critical engagement with climate issues. Broader implementation and further research are recommended to explore its long-term impact and adaptability in varied educational settings.

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