Impact of an Inquiry-Based Science Activity about Climate Change on Development of Primary Students’ Investigation Skills and Conceptual Knowledge Diana Boaventura 1,2 *, Cláudia Faria 3 , Elsa Guilherme 3 1 Escola Superior de Educação João de Deus, Lisbon, PORTUGAL 2 MARE – Marine and Environmental Sciences Centre, University of Lisbon, Lisbon, PORTUGAL 3 Instituto de Educação, Universidade de Lisboa, Lisbon, PORTUGAL * Corresponding Author: d.boaventura@netcabo.pt Citation: Boaventura, D., Faria, C., & Guilherme, E. (2020). Impact of an inquiry-based science learning activity about climate change efects in the ocean on the development of primary students’ investigation skills and conceptual knowledge. Interdisciplinary Journal of Environmental and Science Education, 16(4), e2225. https://doi.org/ 10.29333/ijese/8554 ARTICLE INFO ABSTRACT Received: 1 April 2020 Accepted: 13 August 2020 Climate change is one of the major challenges facing society today and more efective education is needed on this topic. This study analysed the efects of an inquiry-based science activity about climate change efects in ocean ecosystems, done in a research laboratory and in the classroom, on primary students’ knowledge, investigation skills and satisfaction. Data were collected through the application of pretests and posttests, direct observation, questionnaires, interviews and document analysis. Results revealed an increase in students’ scientific knowledge and application to new situations. Regarding investigation skills, all students were able to make predictions, and to easily observe and register data. However, exper- imental planning and conclusions were more dificult for them. Students and teachers emphasised their satisfaction with the outdoor activity, teamwork and the subject. The present study revealed a positive efect of the participation in the inquiry-based activity, embedded on a socio-scientific issue, in students’ conceptual knowledge and in the development of investigation skills. Keywords: climate change, inquiry-based science learning, outdoor actvites, ocean literacy Interdisciplinary Journal of Environmental and Science Education 2020, 16(4), e2225 ISSN: 2633-6537 (Online) https://www.ijese.com Copyright © 2020 by Author/s and Licensed by Veritas Publications Ltd., UK. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. INTRODUCTION Our present society is increasingly shaped and direct- ed by science, therefore citizens need to have the knowl- edge, skills and disposition to make decisions and solve social-scientific problems. This requires the ability to meaningfully engage and critically reflect on science and make informed decisions (Gillies & Rafer, 2020). Inquiry- based learning in science education is broadly endorsed as an educational practice that inspires students to question the natural world, to find solutions, and develop better understandings (Gillies, Nichols, Burgh, & Haynes, 2012), in order to respond to these society actual de- mands. Therefore, inquiry-based education has received much attention in educational practice and theory (see reviews in Akuma & Callaghan, 2019; Dobber, Zwart, Tanis & Oers, 2017; Shymansky, Kyle & Alport, 2003; Rönnebeck, Bernholt, & Ropohl, 2016). Climate change is one of the major challenges facing society today and more efective education of the public on this topic is supported by several authors and organ- isations (e.g. Atwood-Blaine & Bowman, 2010; Bencze, Sperling, & Carter, 2012; UN, 2015). This need is in line with what is required in the UN 2030 Agenda for Sustainable Development (UN, 2015), which states, among other sustainable development goals (SDG), that it is crucial to “ensure inclusive and equitable quality education” (SDG 4), providing students with the knowledge and skills necessary to promote a more sustainable society, “take urgent action to combat climate change and its impacts” (SDG 13) and “conserve and sustainably use the oceans, seas and marine resources for sustainable development” (SDG14). The present study aims to analyse the learning impact of an inquiry-based science activity about the ef- fects of climate change in the oceans, done in a research laboratory and at school, on primary students’ knowl- edge, investigation skills and satisfaction. Most of the previous work of inquiry-based learning