文章基本信息

标题：Scientific Inquiry-Based Teaching Practices as Perceived by Science Teachers
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作者：Abdulaziz Aboud Mohammed Asiri
期刊名称：American Journal of Educational Research
印刷版ISSN：2327-6126
电子版ISSN：2327-6150
出版年度：2018
卷号：6
期号：4
页码：297-307
DOI：10.12691/education-6-4-2
出版社：Science and Education Publishing
摘要：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.
关键词：scientific inquiry; inquiry-based teaching methods; scientific inquiry components; science teachers and nature of teaching practice