DEVELOPING STUDENTS’ SCIENTIFIC LITERACY THROUGH THE ORGANIZATION OF FIELD-BASED AND PRACTICAL LEARNING ACTIVITIES

Abstract

This study examines the scientific and methodological foundations for organizing field-based and practical learning activities aimed at developing students’ scientific literacy in the context of contemporary science education. The research was conducted among 9th–10th grade students in the city of Turkistan using two internationally validated instructional models: the Inquiry-Based Science Education (IBSE) method and Kolb’s Experiential Learning Cycle. A quasi-experimental design was employed, involving an experimental group taught with IBSE- and Kolb-based practical tasks and a control group taught through traditional methods. The findings revealed that both approaches significantly enhanced key components of scientific literacy, including scientific explanation, hypothesis formulation, experimental planning, data interpretation, reflective thinking, and the application of knowledge in new contexts. The experimental group demonstrated substantially higher gains compared to the control group, confirming the effectiveness of structured experiential and inquiry-oriented practicum activities. The results underscore the pedagogical importance of integrating research-based practical learning into science curricula to strengthen students’ scientific thinking, inquiry abilities, and evidence-based reasoning