000150703 001__ 150703 000150703 005__ 20251017144641.0 000150703 0247_ $$2doi$$a10.3390/educsci15010053 000150703 0248_ $$2sideral$$a142766 000150703 037__ $$aART-2025-142766 000150703 041__ $$aeng 000150703 100__ $$0(orcid)0000-0002-9223-6832$$aPozuelo-Muñoz, Jorge$$uUniversidad de Zaragoza 000150703 245__ $$aInquiring in the science classroom by PBL: A design-based research study 000150703 260__ $$c2025 000150703 5060_ $$aAccess copy available to the general public$$fUnrestricted 000150703 5203_ $$aThe aim of this study has been the design and evaluation of a sequence of activities that promotes the development of scientific skills in secondary school. For this purpose, design-based research was conducted using a problem-solving methodology to learn as a tool to engage in scientific inquiry practice. The research was structured around the design, implementation, and evaluation phases, with specific tools created to assess both student learning outcomes and the validity of the TLS. These tools helped identify the performance levels achieved by students in the various stages of scientific inquiry, from formulating hypotheses to interpreting data, and also allowed for the evaluation of the teaching methodology’s effectiveness. The results indicated that the TLS significantly enhanced students’ scientific competence by promoting skills related to scientific inquiry, such as hypothesis formulation, variable identification, observation, data collection, and interpretation. Additionally, the use of a weather station as the central topic provided a context closely tied to the students’ local environment, which facilitated deeper engagement and understanding. The evaluation revealed that students progressed in their scientific inquiry skills, moving from “pre-scientific” to “uncertain inquirer” performance levels. While challenges such as initial disorientation and difficulties in representing experimental data were observed, the overall performance of students demonstrated the success of the TLS. Furthermore, the students worked collaboratively, contributing their individual skills and experiences to achieve group goals. This study provides valuable insights into the potential of TLS as an alternative to traditional teaching methods, offering an innovative way to assess and enhance students’ scientific skills. It also highlights the importance of teacher guidance in inquiry-based activities and suggests that future projects could benefit from allowing students to choose the topic, further enhancing their motivation and engagement. 000150703 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es 000150703 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion 000150703 700__ $$0(orcid)0000-0003-4252-0285$$ade Echave Sanz, Ana$$uUniversidad de Zaragoza 000150703 700__ $$0(orcid)0000-0002-3696-7673$$aCascarosa Salillas, Esther$$uUniversidad de Zaragoza 000150703 7102_ $$14013$$2205$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Exper. 000150703 773__ $$g15, 1 (2025), 53 [18 pp.]$$tEducation Sciences$$x2227-7102 000150703 8564_ $$s568864$$uhttps://zaguan.unizar.es/record/150703/files/texto_completo.pdf$$yVersión publicada 000150703 8564_ $$s2612899$$uhttps://zaguan.unizar.es/record/150703/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada 000150703 909CO $$ooai:zaguan.unizar.es:150703$$particulos$$pdriver 000150703 951__ $$a2025-10-17-14:32:01 000150703 980__ $$aARTICLE