Student Research Reports

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Inquiry-based practices in basic education have been associated with strengthened scientific literacy, increased engagement, and the development of observation, recording, and argumentation skills. In school contexts, proposals that connect curricular content to environmental issues and data collection are especially relevant, as they support meaningful learning. This study analyzed the implementation of five GLOBE Program activities linked to the Atmosphere, Biosphere, Hydrosphere, Pedosphere, and Earth as a System protocols, carried out between October 27 and November 6, 2025, in morning and afternoon shifts. A total of 90 students from middle school grades participated: 5th grade (12), 6th grade (28), 7th grade (13), 8th grade (15), and 9th grade (22). A descriptive qualitative design was adopted, with systematic process documentation (participant observation, classroom reports, and group sharing moments) combined with learning evidence produced by students (classification systems, investigation notes, soil sample descriptions, narratives, and diagrams). The results indicated high student engagement, increased participation among students usually less involved in regular lessons, coherent explanations about latitude and regional temperature patterns, the establishment of classification criteria, interpretation of pH variation, practical understanding of soil permeability and saturation, and recognition of interactions among Earth’s spheres. Challenges related to time management, limited infrastructure, and teacher workload were identified and mitigated through schedule reorganization and early preparation of spaces. The institutionalization of an inquiry-based school plan integrating GLOBE protocols and expanded monitoring with systematic records is recommended. KEYWORDS. Scientific literacy. Inquiry-based learning. Citizen science. GLOBE Program. Middle school.