Effectiveness of Experiential Learning on Higher Order Thinking Skills and Scientific Temper in Secondary Science: An Empirical Analysis

Science education in the 21st century has shifted from mere knowledge transmission to the fostering of active, Experiential and inquiry-based learning. In the secondary school curriculum, science is crucial for developing logical reasoning and a deeper understanding of the natural world. Despite this, traditional, rote-based pedagogy still dominates many classrooms, leaving students passive recipients of information. To combat this, modern educational frameworks, including the NEP-2020, strongly emphasize "learning by doing" or experiential learning (EL) to transform the pedagogical landscape. Experiential learning, grounded in Kolb’s theory, involves learning through direct experience and active reflection, making the educational process personal and meaningful. With the increasing complexity of technological and scientific advancements, there is an urgent need to cultivate Higher-Order Thinking Skills (HOTS)—critical thinking, analytical reasoning, and creative problem-solving—rather than simple memorization. Parallel to this is the development of scientific temper, defined as a rational, open-minded approach that relies on evidence, testing, and inquiry to dispel superstitions and dogmas. The integration of these competencies is essential to prepare secondary students for real-world challenges. While various studies acknowledge that experiential learning positively affects overall academic achievement, there remains a research gap regarding its specific, empirical impact on the development of HOTS and scientific temper simultaneously. There is limited empirical evidence comparing structured experiential learning interventions against traditional pedagogies in secondary science to measure the enhancement of scientific temperament, scientific bent of mind specifically regarding respect for evidence, integrity, and perseverance. Many studies lack data-driven comparisons of these specific variables.
This empirical study aims to bridge this gap by analyzing the effectiveness of an experiential learning approach on the development of Higher-Order Thinking Skills and Scientific Temperament in secondary school students. It moves beyond theoretical discussions to provide data-driven evidence on how "doing and reflecting" affects student cognitive skills and scientific attitude.

Experiential learning, Science, Higher Order Thinking Skills, Scientific temper, Secondary students

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