Provision of Inquiry Instruction and Actual Level of Practice as Perceived by Science Teachers and their Students

Abstract

The purpose of this study was to examine science students' and teachers' views of the provision and implementation of inquiry-based instruction in UAE secondary school science classes. Two instruments were developed and validated to collect participants' views of the provision and practice of inquiry-related activities. The findings suggested that both students and teachers believed that the curriculum materials lend themselves to supporting inquiry instruction, judging by the relatively high mean scores for both groups of participants with regard to the provision of inquiry activities, as described by the essential features of inquiry-based instruction. However, compared with their students, science teachers showed a statistically significant higher mean score with regard to the provision of curriculum materials in supporting implementation of inquiry instruction and a lower mean score with regard to the provision of integrated science processes in curriculum materials. Other similar trends were also detected, with teachers reporting statistically significant higher mean scores than their students with regard to opportunities to plan investigations, ask questions during instruction and use of science process skills. Demographic variables of gender, teaching experience and subject taught showed no impact on teachers' views. Challenges and obstacles that are likely to impede inquiry-based instruction were also identified.

Extent of Implementation of Inquiry-based Science Teaching and Learning in Ghanaian Junior High Schools

“…Instead, traditional science instruction was predominantly implemented. This finding is similar to some past findings in Ghana (Ampiah, 2008;Opoku-Asare, 2004) and others in Africa (e.g., Akuma & Callaghan, 2018;Ramnarain & Hlatswayo, 2018), but differs from many findings in the industrialised and industrialising countries (e.g., Jiang & McComas, 2015;Pine et al, 2006;Smith et al, 2007;Tairab & Al-Naqbi, 2018). Researchers have bemoaned the prevalence of traditional science instruction in African schools in the past (e.g., Anamuah-Mensah, 2012;Shumba, 1999).…”

“…Empirical evidence shows widespread implementation of inquiry instruction in most industrialised and industrialising countries (e.g., Jiang & McComas, 2015;Pine et al, 2006;Smith et al, 2007;Tairab & Al-Naqbi, 2018). Empirical evidence also shows successful and elaborate enactments of inquiry instruction in most industrialised and industrialising countries (e.g., Chang & Wu, 2018;Crawford, 2000).…”

Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives

“…Figure 2 illustrates that the most commonly used research design employed by the reviewed studies was mixed-method research approach (75.0%; six studies); followed by qualitative approach (12.5%; one study) and quantitative approach (12.5%; one study). Four studies that employed mixed-method approach explored teachers' perspectives through conducting interviews and surveys (Amaireh, 2016;Eltanahy & Forawi, 2019;Mahdawi, 2019;Tairab & Al-Naqbi, 2017).…”

“…Table 5 presents the factors linked to students' critical thinking skills based on evidence from the reviewed studies. The factor with the second strongest evidence was quality of teachers' professional development (Baroudi & Rodjan Helder, 2021;Kadbey et al, 2015;Tairab & Al-Naqbi, 2017). Teachers' knowledge and skills in inquiry-based teaching (Arbid et al, 2020;Baroudi & Rodjan Helder, 2021), attitudes (Amaireh 2016;Baroudi & Rodjan Helder, 2021), ICT and lab resources (Baroudi & Rodjan Helder, 2021;Kadbey et al, 2015), time management skills (Eltanahy & Forawi, 2019;Kadbey et al, 2015), and lesson planning (Eltanahy & Forawi, 2019;Baroudi & Rodjan Helder, 2021) were found by a few studies to be associated with students' critical thinking skills in science.…”

“…First, attitudes and levels of motivation might be crucial for teachers as well as pupils when it comes to the adoption of socio-psycho aspects (Gonzalez-Gomez et al, 2022;Poultsakis et al, 2021). Students also need to have sufficient support such as ample practice opportunities during classes (Dickson et al, 2016;Tairab & Al-Naqbi, 2017). Besides, the use of resources and labs can also create positive attitudes and high levels of motivation among students as well as teachers (Baroudi et al, 2021;Ray, 2017).…”