Abstract
This study compared the impact of Project Based Learning (PBL) with Flipped Classroom for developing scientific inquiry skills in 76 high school students. An Inquiry Skills Test was administered before and after the intervention to two study groups. Both groups experienced significant improvements ininquiry skills, with no statistically significant differences between them. A Pearson correlation analysis revealed a moderate correlation between PBL and the development of investigative skills. The results suggest that PBL and Reverse Classroom effectively improve these skills, with PBL showing a slightly stronger association.
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