Scientific Inquiry-Based Teaching Practices as Perceived by Science Teachers

Abdulaziz Aboud Mohammed Asiri^1,

¹Department of Curriculum and Instruction, Najran University, KSA

Cite this paper:
Abdulaziz Aboud Mohammed Asiri. Scientific Inquiry-Based Teaching Practices as Perceived by Science Teachers. American Journal of Educational Research. 2018; 6(4):297-307. doi: 10.12691/education-6-4-2

Abstract

The present study aimed to identify the nature of science teachers' practice of scientific inquiry-based teaching methods at public schools at Najran region in Saudi Arabia. A sample of (156) participants, among which were (84) male teachers and (72) female teachers, was randomly selected out of all teachers enrolled in teaching science at Najran region schools. A study instrument, i.e. questionnaire specific for scientific inquiry-based teaching methods, was applied to all participants. Findings showed that male science teachers usually practice scientific inquiry-based teaching methods once a month whereas responses of female science teachers indicated that they practice inquiry-based methods twice a month. Findings also revealed that most male teachers practice some of the inquiry aspects nearly once a week while female teachers do so twice a week. In light of these findings, the present study stressed the need to reconsider and revise the preparation programs for science teachers at all cycles of public education to meet the requirements of the new science curricula that consider inquiry as one of their main components.

Keywords:
scientific inquiry inquiry-based teaching methods scientific inquiry components science teachers and nature of teaching practice

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