SCIENTIFIC INQUIRY COMPETENCE OF PRIMARY SCHOOL STUDENTS IN SOME PROVINCES IN CENTRAL VIETNAM

Abstract

This study aims to evaluate the current state of scientific inquiry competence in science education of students from grades 4 and 5 across several provinces in Central Vietnam. The study utilized a quantitative survey method, employing a 5-point Likert scale instrument consisting of 25 items to assess five components and twelve specific process skills related to scientific inquiry with the sample of 688 students. Key findings revealed that students generally engaged in the components of scientific inquiry from a level of “sometimes” to “often.” Among the components, students demonstrated stronger performance in “Planning Investigations.” Specific skills such as “Observing,” “Selecting Tools,” and “Recording Data” were also areas of relative strength. In contrast, performance in “Interpreting Data and Drawing Conclusions” and higher-order thinking skills, including “Explaining Data,” “Predicting,” and “Proposing Ways to Test Predictions,” showed notable limitations. These results provide valuable empirical evidence, offering a foundation for proposing solutions aimed at enhancing the quality of science teaching and learning in primary education, aligned with a competence-based approach.