The aim of this research is to examine the impact of model-based inquiry approach applications in socioscientific issues (SSI) instruction on the logical thinking abilities of 7th-grade students. In the study, enriched model-based activities related to SSI such as global warming, greenhouse effect, ecological footprint, material cycles, recycling, and waste in the "Human and Environment" unit were implemented with the students in the experimental group. The same issues were taught to the students in the control group using traditional teaching methods such as direct instruction and question-answer sessions, as presented in the textbook. The quantitative data collection tool in the research was the "Logical Thinking Ability Test", while the qualitative data collection tools consisted of model reports, various models created by students, activity sheets, activity journals, and a semi-structured interview form. Quantitative data were analyzed using the t-test, and qualitative data were analyzed through content analysis. As a result of the research, it was determined that the students in the experimental group, where model-based inquiry approach applications were conducted in SSI instruction, improved their logical thinking abilities.