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The study targets an 80% pass rate and evaluates learner satisfaction. Using ten learning plans, a fluency thinking test, interview tools, and a satisfaction questionnaire with 20 students, results are analyzed via averages, standard deviations, and percentages. 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All Rights Reserved.  \nEnhancing students' fluency in thinking: An inquiry-based approach with bell ringer exams  \nAekkalak Ratraikit1 Chulida Hemtasin2+ Tawan Thongsuk3 Wisarut Payoungkiattikun4  \n1,2,3,4Department of Learning Management Innovation, Faculty of Education and Educational Innovation, Kalasin University, Kalasin, Thailand.  \n1Email: [aekkalak.ra@ksu.ac.th](aekkalak.ra@ksu.ac.th)  \n2Email: [chulida.he@ksu.ac.th](chulida.he@ksu.ac.th)  \n[3](3Email: wisarut.pa@ksu.ac.th)[Email:](3Email: wisarut.pa@ksu.ac.th)[ ](3Email: wisarut.pa@ksu.ac.th)[wisarut.pa@ksu.ac.th](3Email: wisarut.pa@ksu.ac.th)  \n4Email: [tawan.th@ksu.ac.th](tawan.th@ksu.ac.th)  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 2 July 2024  \nRevised: 7 March 2025  \nAccepted: 21 March 2025  \nPublished: 25 March 2025  \nKeywords  \nAction research Bell ringer exam creativity  \nFluency thinking Inquiry-based learning Secondary school.  \nThis action research aimed to enhance fluency thinking in the Year 9 Science and Technology course on Genetics by integrating bell ringer exams with inquiry-based learning. The study's objectives were to achieve an 80% pass rate in fluency thinking and to assess student satisfaction with this pedagogical approach. The sample comprised 20 Year 9 students from the first semester of the 2022 academic year. The research utilized ten learning plans, a fluency thinking test, an interview form, and a satisfaction questionnaire. The study followed an action research model implemented in two cycles. Data were analyzed using averages, standard deviations, and percentages. The findings revealed significant improvement in students' fluency thinking, with 85% and 100% passing the criteria in the first and second cycles, respectively. Additionally, students reported high levels of satisfaction with the learning activities. This study demonstrates that combining bell ringer exams with inquiry-based learning is effective in fostering critical thinking and engagement in scientific subjects. The approach proved particularly beneficial in the context of Genetics education, where complex concepts often require innovative teaching methods. The success of this method suggests that such integrated approaches can significantly enhance educational outcomes and student experiences, potentially leading to improved long-term retention of scientific knowledge and increased interest in STEM fields.  \nContribution/ Originality: This study innovatively integrates bell ringer exams with inquiry-based learning in Year 9 Genetics education, offering a novel approach to teaching complex scientific concepts. It provides empirical evidence of this method's effectiveness in enhancing fluency thinking and student engagement, contributing areplicable model for science curricula.  \n1. INTRODUCTION  \nScience plays a crucial role in today's world and will continue to do so in the future. It is integral to everyone's life, both in daily living and professional work, and is evident in the various appliances and products that people use to facilitate energy use and work. These are all results of scientific knowledge combined with creativity and other fields of expertise. Essential skills in searching for knowledge can solve problems systematically and aid in decisionmaking using a variety of information with verifiable evidence (Duggan & Gott, 2002; Jones, 2007; Salonen, Hartikainen-Ahia, Hense, Scheersoi, & Keinonen, 2017) .  \nFurthermore, science learning aims for students to study science in a way that focuses on connecting knowledge with the process of conducting important research and creating a body of knowledge. This is achieved by using methodological processes and solving a variety of problems, allowing learners to participate in learning at every step (Feinstein, 2011; Martin, Durksen, Williamson, K","cbCaijhfFZFvjOLE","https://ap.wps.com/l/cbCaijhfFZFvjOLE","pdf",315437,12,"English","# Article History\n# Abstract\n## Keywords\n# Introduction","[{\"question\":\"What teaching approach does the study examine for improving fluency thinking?\",\"answer\":\"It examines combining bell ringer exams with inquiry-based learning in Year 9 Genetics within Science and Technology.\"},{\"question\":\"How was the study conducted and what data were collected?\",\"answer\":\"The research used ten learning plans, a fluency thinking test, an interview form, and a satisfaction questionnaire, implemented through two action-research cycles.\"},{\"question\":\"What were the main results regarding students’ fluency thinking and satisfaction?\",\"answer\":\"Students showed significant improvement, with passing criteria reached at 85% in the first cycle and 100% in the second cycle, and they reported high satisfaction with the learning activities.\"}]","Enhancing students' fluency in thinking: An inquiry-based approach with bell ringer exams | PDF"]