Abstract

This study aimed to design, validate, and evaluate a web-based Constructivist Learning Environment (CLE) Model to promote scientific thinking among Grade 5 students. Addressing the persistent gap between the theoretical importance of scientific thinking and its limited classroom realization, the study adopted a Design and Development Research (DDR) approach comprising three phases: (1) model design and development, (2) implementation and validation, and (3) implementation and evaluation. The model operationalizes constructivist principles through seven interrelated learning environment centers, including problem situations, learning resources, cognitive tools, collaborative learning, scaffolding, coaching, and a scientific thinking enhancement component, which collectively support inquiry, analysis, inference, and argumentation. A total of 60 students participated across two implementation phases, selected through cluster random sampling. Data were collected using validated scientific thinking assessments, academic achievement tests, and scientific thinking interview protocols. Quantitative data were analyzed using descriptive statistics, paired-samples t-tests, and regression analysis, while qualitative data were thematically analyzed. Results indicated significant improvements in students’ scientific thinking and academic achievement in both phases, with stronger effects observed during full implementation. A very strong positive relationship was found between scientific thinking and academic achievement (r = 0.983), suggesting that scientific thinking functions as a key mechanism for learning. Thematic findings further revealed a progression from emerging to structured reasoning across inquiry, analysis, inference, and argumentation. The study contributes a theoretically grounded and empirically validated model that demonstrates how constructivist principles can be systematically operationalized to foster scientific thinking, offering practical implications for elementary science instruction.

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