Students’ Learning for Action Through Inquiry-Based Science Education on a Local Environmental Problem

Abstract

This study examines students’ learning for action towards sustainability when addressing a local environmental problem related to mining through an Inquiry-Based Science Education (IBSE) approach. A total of 54 eighth-grade students (ages 13–15) from a rural middle school participated in this study. Data collection included written group productions and group interviews, which were analysed using inductive and deductive processes. The results revealed three levels of the students’ learning for action: “What” (problem identification), “Why” (reasons for action), and “How” (local action). All groups successfully identified the environmental problem, and 64% demonstrated understanding of the reasons for action, showing concern for future generations and environmental preservation. At the “How” level, 50% of the groups recognised the importance of local action, 34% actively planned and implemented actions, and 29% developed specific competences for action, including systemic thinking, argumentation, and communication skills. This research demonstrates that using the IBSE approach to address relevant local problems facilitates the development of action competences for sustainability. Digital technologies emerged as important tools for the students’ actions. The study also provides a framework for understanding and analysing students’ learning for action.