Enhancing Scientific Competency in Middle School Students Through Inquiry-Based Learning: A Case Study on Water in Life

This article delves into the transformative potential of inquiry-based learning (IBL) in enhancing scientific competency among middle school students, with a particular focus on the interdisciplinary theme of water. The study, conducted in Vietnam, provides a comprehensive analysis of how IBL can improve students' understanding of scientific concepts, critical thinking, and collaborative skills. Through a meticulously designed curriculum and mixed-methods research framework, the article explores the challenges and opportunities of implementing IBL in educational settings where traditional, teacher-centered approaches predominate. The findings reveal significant improvements in students' ability to explain scientific phenomena, design investigations, and communicate findings, underscoring the effectiveness of IBL in fostering a deeper, more holistic understanding of science. The article also highlights the importance of interdisciplinary teaching in addressing real-world problems, such as water conservation and pollution, making science education more relevant and engaging for students. Moreover, it discusses the practical implications for educators and policymakers, emphasizing the need for teacher training and support to successfully transition to student-centered learning environments. The article concludes with a call for further research to explore the long-term impacts of IBL and its applicability to other scientific themes, providing a roadmap for future educational reforms.