An Inquiry-Based Learning Approach in Early Childhood and Primary Education: Strengthening Foundational Concepts in Mathematics and Integrated Sciences

Abstract

This study examines the implementation of Inquiry-Based Learning (IBL) in early childhood and primary STEM education to enhance foundational competencies in mathematics and science. IBL emphasizes student-centered exploration, questioning, and problem-solving; however, its application in early education remains inconsistent due to various pedagogical and contextual challenges. This research employs a qualitative descriptive approach involving classroom observations, semi-structured interviews, and document analysis in selected early childhood and primary education settings. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, supported by triangulation to ensure validity. The findings indicate that IBL contributes to high student engagement, improved collaborative learning, and emerging critical thinking skills, although its implementation remains moderate due to limitations in teacher competence, resource availability, and curriculum constraints. The discussion highlights that integrated and well-supported IBL practices can significantly strengthen interdisciplinary learning in mathematics and science, but require sustained professional development and institutional support. In conclusion, the study affirms that an integrated IBL model has strong potential to improve early STEM learning outcomes when implemented through a holistic and context-sensitive approach