Journal of Inquiry Based Activities

The Notion of Creating New Knowledge in Science and Mathematics: A Conceptual Critique

Themba M. Mthethwa, Bibin George — Sat, 25 Apr 2026 00:00:00 +0300

This paper critically examines the contested notion of “creating new knowledge” in science and mathematics education through a conceptual literature review. Drawing on a systematic search of international and South African scholarship, the review integrates philosophical debates, empirical evidence, and thematic discussions on knowledge creation in educational contexts. Three interrelated themes emerged. First, epistemological debates interrogate what qualifies as “new” knowledge, with constructivist traditions emphasizing the learner’s personal construction of meaning, while realist perspectives highlight knowledge as objective and disciplinary. Second, classroom practices such as inquiry-based, problem-based, and project-based learning are discussed as avenues through which learners engage in forms of knowledge creation that, although not groundbreaking in disciplinary terms, are personally and contextually novel. Third, the analysis foregrounds the role of contextual factors, including under-resourced schools, curriculum rigidity, and assessment pressures, which both constrain and open possibilities for fostering creativity and innovation. The findings underline that while students may not generate disciplinary breakthroughs comparable to scientific or mathematical discoveries, they nevertheless construct knowledge that is new, meaningful, and transformative within their own learning trajectories. This has implications for pedagogy: a balanced orientation is required—one that ensures strong foundational knowledge while simultaneously providing opportunities for inquiry, experimentation, and creative engagement. The paper concludes by proposing differentiated pedagogical strategies that encourage critical thinking, innovation, and equitable participation in diverse learning environments.

An Investigation of the Effects of Philosophy for Children-Based Digital Storytelling on the Creative and Critical Thinking Skills of Six-Year-Old Children

Emine Özaydın, Sema Büyüktaşkapu Soydan — Sat, 25 Apr 2026 00:00:00 +0300

The aim of this study is to examine the effect of a Philosophy for Children-Based Digital Storytelling Program on the creative and critical thinking skills of six-year-old children. The research was designed using a pretest-posttest control group experimental model. The study group consisted of 40 preschool children aged six, including 20 in the experimental group (11 girls, 9 boys) and 20 in the control group (8 girls, 12 boys). The experimental group participated in the Philosophy for Children-Based Digital Storytelling Program for 12 weeks, three days a week. Meanwhile, the control group continued with the standard preschool curriculum. To measure children's critical thinking skills in the study, the Critical Thinking Scale through Philosophical Inquiry was used, and to measure their creative thinking skills, the Integrated Creative Test was utilized. It was found that the post-test mean scores of the experimental group, which received the Philosophy for Children-Based Digital Storytelling Program, significantly differed in favor of the experimental group compared to the control group in both critical and creative thinking scales. These results indicate that Philosophy for Children-Based Digital Storytelling is effective in enhancing the creative and critical thinking skills of 6-year-old children.

The Effectiveness of Science Learning with Authentic Approaches in Primary School

Şafak Uluçınar Sağır, Merve Topal — Sat, 25 Apr 2026 00:00:00 +0300

This study examined the effect of an authentic learning approach on academic achievement, attitudes toward life science, and retention in a primary school life science course. The study employed a quasi-experimental design and involved third-grade students from a primary school in Amasya during the 2021–2022 academic year. The study sample comprised 40 students, 20 in the experimental group and 20 in the control group. Data were collected using two instruments: the “Journey to the World of Living Beings Academic Achievement Test”, which was developed by the researchers, and Akınoğlu’s (2001) “Attitude Scale Toward Science”. Data analysis was conducted using SPSS 25, employing descriptive statistics, t-tests, and repeated-measures ANOVA. The post-test results indicated that there was no statistically significant difference in academic achievement between the experimental and control groups after six weeks of authentic learning activities. However, the experimental group showed statistically significant improvements from the pre-test to the post-test, outperforming the control group on retention scores. By the end of the intervention, the experimental group had demonstrated significantly more positive attitudes towards science. The experimental group also showed greater retention of positive attitudes toward science. In contrast, both achievement and attitude scores in the control group declined on the retention test. Authentic learning improves attitudes towards science and success in third-grade science classes.

Strategies for Lesson Presentation for Student Teachers

Mpilo Dube — Sat, 25 Apr 2026 00:00:00 +0300

The presentation of lessons is a cumbersome task for student teachers since they are inexperienced in presenting them. Some, if not most, student teachers struggle with lesson presentations during teaching practice. Even though they have the requisite pedagogical knowledge, blending it with content knowledge in a classroom situation becomes a challenge. To solve this problem, this paper answers the following questions: What strategies can student teachers use to present lessons effectively? How can student teachers blend content and pedagogical knowledge in a classroom situation? This paper sought to propose strategies for student teachers in this regard. It was framed using pedagogical content knowledge (Shulman, 1987), which merges pedagogical and content knowledge. The proposed strategies advocate for an inductive approach, which puts learners at the centre of learning through active engagement and involvement. These strategies guide student teachers on how to blend content and pedagogical knowledge when teaching during teaching practice. They elucidate how to present a lesson considering all the stages of lesson presentation, including introduction, presenting a lesson, and conclusion. This paper is clear on how to handle each lesson presentation stage and provides examples that clarify how to engage with each such stage.

The Effect of Geometry-Based Brain Teasers on the Geometric Thinking Levels and Spatial Visualization Skills of Middle School Students

Halil Canavcı, Asuman Duatepe Paksu — Sat, 25 Apr 2026 00:00:00 +0300

In this study, the effects of geometric-based brain teasers on the geometric thinking levels and spatial visualization skills of middle school students were examined. A single-group pre-test-post-test experimental design, which is a quantitative research method, was used in the study. The study sample comprised 20 middle school students attending a public school. Within the scope of the study, the experimental group played the familiar games, such as Tangram, Motif, Equilibrio, and Penta Block, as well as the Geoboard-GT and Geoboard-SV games designed by the researchers and applied to the geoboard for a total of six weeks. The Turkish adaptation of the Van Hiele Geometry Test (developed by Usiskin, 1982, and adapted by Duatepe, 2000) and the Spatial Visualization Test developed by Olkun (2003b) were used as data-collection instruments. In the data analysis, the Wilcoxon Signed-Rank test, a nonparametric test, was used because the group’s pre-test and post-test scores did not follow a normal distribution. The findings revealed that students’ Van Hiele Geometry post-test scores increased significantly compared with their pre-test scores across specific levels, total scores, and assigned levels. A significant difference was found between the pre-test and post-test scores on the spatial visualization test, favoring the post-test. In addition, although a significant difference was observed in favor of post-test scores for the spatial and area measurement sub-dimensions of the spatial visualization test, no significant difference was observed for the numerical-spatial and mental rotation dimensions.

Fostering Self-Perceived Problem-Solving Skills and STEM Attitudes in Primary Education: An Incubator Design Project Based on the 5E Model

Hazel Turker, Burcu Senler — Sat, 25 Apr 2026 00:00:00 +0300

This study explores the impact of a hands-on STEM learning activity designed for third-grade students in a rural village school. Grounded in the 5E Learning Model and aligned with NGSS and CCSS standards, the activity centers on the design and construction of a functional artificial incubator. The aim was to enhance students’ perception of problem-solving skills and attitudes toward STEM through an interdisciplinary experience integrating science, technology, engineering, and mathematics. The activity was structured to encourage inquiry, iteration, and collaboration, with students engaging in authentic engineering design processes such as prototyping, testing, and refinement. Digital tools, including temperature and humidity sensors, were used to support data collection and computational thinking. The results demonstrates that meaningful STEM education can be implemented effectively in under-resourced settings using low-cost, recycled materials and community-connected learning contexts. The findings highlight the importance of early exposure to real-world STEM challenges in fostering equity, engagement, and long-term interest in STEM fields.