The Role of Thinking-in-Action Pedagogy in Enhancing Scientific Inquiry and Conceptual Understanding in Integrated Science

Developing students’ scientific inquiry skills requires instructional approaches that make thinking explicit and connect conceptual knowledge with authentic practice. This action research examined the effectiveness of thinking-in-action pedagogy in fostering scientific inquiry and bridging theory and practice in Integrated Science instruction through the use of visible thinking routines. The study involved 60 Grade 7 students from Philippine Science High School-Western Visayas Campus during the 2022-2023 school year and employed a quasi-experimental pretest-posttest control group design with matched pairs based on prior academic performance. Results from a validated researcher-made instrument revealed no significant difference in pretest scores between the control and experimental groups, indicating comparable baseline understanding. However, posttest results showed a significant improvement in the experimental group exposed to the thinking-in-action pedagogy. Students demonstrated enhanced conceptual understanding, problem-solving, reasoning, and reflective thinking skills, suggesting that making thinking visible supports deeper learning and effective integration of theory and practice. The findings provide evidence that integrating structured thinking routines in science instruction promotes active learning, critical thinking, and meaningful engagement, aligning with Sustainable Development Goal 4 (Quality Education).