<p>This study examines the implementation of inquiry-based learning (IBL) in science education to develop scientific competency among middle school students based on the data processing and basic compositionality principles using the example of water from daily life. The researchers have carried out with a well-designed curriculum which attempts to meld the knowledge from various natural sciences (e.g., physics, chemistry, and biology) into a whole new theme “Water in Life.” The IBL approach develops a culture in students for discernment, problem identification and active experimentation that provides them the ability to work with scientific data where applied science becomes a routine of life. This study investigates the effects of this strategy on students’ mastery in scientific discoveries, collaboration, and problem-solving skills. The data were collected through quantitative (student assessments) and qualitative measures (observational notes and feedback from educators). The survey results show that there have been increases in students’ scientific thinking, problem solving and interest towards science-based subjects. This study shows that IBL in middle school science can be a practical and effective method of developing scientific literacy for future generations of science learners.</p>