TRANSFORMING IPAS LEARNING THROUGH COLLABORATIVE INQUIRY IN THE DIGITAL AGE
TL;DR
The results show that conventional collaborative inquiry models need to be reconstructed by incorporating digital exploration activities and curation of online sources, expanding collaboration spaces through interactive platforms, and combining synchronous and asynchronous modes.
Abstract
Learning in the Natural and Social Sciences (IPAS) within the Independent Curriculum has strategic potential to develop students' 4C skills. However, practice in the field remains teacher-centred, oriented towards information transfer and memorisation, and uses digital technology that is not yet optimal. Previous studies have discussed collaborative inquiry, science learning, and digital transformation separately. This research employs a library-based study with a qualitative-descriptive analytical approach to critically analyse and reconstruct the concept of collaborative inquiry to make it adaptive to science and science learning in the digital era. Analysis was conducted on primary and secondary literature from reputable academic databases using content and critical-thematic analysis techniques. The results show that conventional collaborative inquiry models need to be reconstructed by incorporating digital exploration activities and curation of online sources, expanding collaboration spaces through interactive platforms, and combining synchronous and asynchronous modes. This reconstruction also demands a shift in teachers' roles from instructors to digital facilitators, supported by pedagogical readiness and continuous training.