EXPLORING STUDENTS’ OPENNESS TO RATIONAL INQUIRY IN SCIENCE CLASSROOMS:A STRUCTURAL ANALYSIS OF SOCIO-COGNITIVE AND CRITICAL OPEN-MINDEDNESS

Abstract

Openness to rational inquiry is fundamental in science education, fostering critical thinking, curiosity, and intellectual flexibility among students. This study investigates the influence of socio-cognitive and critical open-mindedness traits on scientific attitudes and inquiry skills among public secondary school students in Pakistan. Employing an embedded mixed-methods design, the research surveyed 300 students using a structured Likert-scale questionnaire and conducted structured interviews with 20 participants. Socio-cognitive traits general trust, anti-authoritarianism, and indeterminism were assessed alongside dimensions of critical open-mindedness, including social, cultural, political, economic, and environmental perspectives. Quantitative analysis revealed strong positive correlations between socio-cognitive open-mindedness and scientific inquiry skills. General trust (r = 0.60), anti-authoritarianism (r = 0.55), and indeterminism (r = 0.50) significantly predicted students’ engagement in scientific inquiry. Similarly, critical open-mindedness traits, particularly cultural (r = 0.62), environmental (r = 0.60), and social open-mindedness (r = 0.58), were positively associated with students’ critical engagement with scientific concepts. Multiple regression analysis confirmed that teaching practices promoting open-mindedness significantly improved inquiry skills (B = 0.45, p < 0.001). Qualitative themes highlighted students’ willingness to question authority, embrace uncertainty, and relate science to real-world challenges. Participants emphasized the importance of culturally relevant and environmentally focused science education, reflecting the role of open-mindedness in fostering responsible citizenship and deeper scientific understanding. The study concluded that fostering both socio-cognitive and critical open-mindedness enhances students’ scientific attitudes, inquiry behaviors, and critical thinking. These findings underscore the need for curricula and pedagogical strategies that emphasize open inquiry, diverse perspectives, and the evolving nature of scientific knowledge. The study offers practical recommendations for educators and suggests directions for future research, including exploring open-mindedness across different educational settings and its impact on STEM-related career trajectories.