1Department of Education, Division of Bukidnon, Bukidnon, 8708, Philippines
2Department of Science and Technology Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, 9000, Philippines
American Journal of Educational Research.
2025,
Vol. 13 No. 4, 156-162
DOI: 10.12691/education-13-4-2
Copyright © 2025 Science and Education PublishingCite this paper: Silverio B. Balanay Jr, Maria Teresa M. Fajardo. Analysis and Design of a Multidirectional Scientific Inquiry Model (MSIM) Based on Existing Inquiry-Based Tasks (IBT).
American Journal of Educational Research. 2025; 13(4):156-162. doi: 10.12691/education-13-4-2.
Correspondence to: Silverio B. Balanay Jr, Department of Education, Division of Bukidnon, Bukidnon, 8708, Philippines. Email:
balanay.silveriojr@gmail.com, silverio.balanay@deped.gov.phAbstract
The emerging research and limited frameworks that define and evaluate scientific inquiry have led this study to develop a designed model, which aims to provide a structured framework for crafting tasks to enhance the scientific process of authentic inquiry. The study employed a mixed-methods convergent approach to investigate the qualitative and quantitative aspects of existing inquiry-based tasks found in learning modules. In the analysis and design of the proposed model, the study identified three essential inquiry trends (introduction, investigation, and communication), comprising 6 Phases and 16 Sub-phases. The study also reveals the process of scientific inquiry in iterative feedback loops, characterizing the implementation process of a complete task. Furthermore, the proposed model provides a structured yet flexible framework for conducting a dynamic and authentic inquiry.
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